Laboratory work 4 biology. Collection of laboratory works in biology. Fatigue during static and dynamic work
budgetary educational institution
secondary vocational education in the Vologda region
Belozersky Industrial Pedagogical College
SET OF PRACTICAL
(LABORATORY) WORKS
academic discipline
ODP.20 "Biology"
for the profession 250101.01 "Forestry Master"
Belozersk 2013
A set of practical (laboratory) works of the discipline ODP.20 "Biology" was developed on the basis of the Standard of secondary (complete) general education in biology, the program for the discipline "Biology" for the profession 250101.01 "Forestry Master"
Organization-developer: BEI SPO VO "Belozersk Industrial Pedagogical College"
Developers: teacher of biology Veselova A.P.
Reviewed at the PCC
Introduction
This collection of laboratory (practical) work is intended as a methodological guide for conducting laboratory (practical) work under the program of the academic discipline "Biology", approved by profession 250101.01 "Forestry Master"
Requirements for knowledge and skills when performing laboratory (practical) work
As a result of the implementation of laboratory (practical) work, provided for by the program for this academic discipline, current monitoring of individual educational achievements is carried out.
Learning outcomes:
The student must know:
the main provisions of biological theories and laws: cell theory, evolutionary doctrine, G. Mendel's laws, laws of variability and heredity;
structure and functioning of biological objects: cells, structures of species and ecosystems;
biological terminology and symbolism;
should be able to:
explain the role of biology in shaping the scientific worldview; the contribution of biological theories to the formation of a modern natural-scientific picture of the world; the effect of mutagens on plants, animals and humans; interrelations and interaction of organisms and environment;
solve elementary biological problems; draw up elementary crossbreeding schemes and schemes for the transfer of substances and energy transfer in ecosystems (food chains); describe the features of species according to morphological criteria;
identify adaptations of organisms to the environment, sources and presence of mutagens in the environment (indirectly), anthropogenic changes in the ecosystems of their area;
compare biological objects: the chemical composition of animate and inanimate bodies, human and other animal embryos, natural ecosystems and agroecosystems of their area; and draw conclusions and generalizations based on comparison and analysis;
analyze and evaluate various hypotheses about the essence, origin of life and man, global environmental problems and their solutions, the consequences of their own activities in the environment;
study changes in ecosystems on biological models;
find information about biological objects in various sources (textbooks, reference books, popular science publications, computer databases, Internet resources) and evaluate it critically;
Rules for performing practical work
The student must perform practical (laboratory) work in accordance with the assignment.
After completing the work, each student must submit a report on the work done with an analysis of the results obtained and a conclusion on the work.
The report on the work done should be carried out in notebooks for practical (laboratory) work.
Tables and figures should be made using drawing tools (rulers, compasses, etc.) with a pencil in compliance with ESKD.
The calculation should be carried out with an accuracy of two significant figures.
If the student has not completed the practical work or part of the work, then he can complete the work or the rest of the work during extracurricular time agreed with the teacher.
8. Evaluation by practical work the student receives, taking into account the deadline for completing the work, if:
calculations are made correctly and in full;
an analysis of the work done and a conclusion based on the results of the work;
the student can explain the implementation of any stage of the work;
the report was completed in accordance with the requirements for the performance of the work.
The student receives a credit for laboratory (practical) work, subject to the completion of all the work provided for by the program, after submitting reports on the work upon receipt of satisfactory grades.
List of laboratory and practical works
Lab #1 " Observation of plant and animal cells under a microscope on ready-made micropreparations, their comparison.
Lab No. 2 "Preparation and description of micropreparations of plant cells"
Lab #3 " Identification and description of signs of similarity between human embryos and other vertebrates as evidence of their evolutionary relationship "
Practical work No. 1 " Drawing up the simplest schemes of monohybrid crossing "
Practical work number 2 " Drawing up the simplest schemes of dihybrid crossing "
Practical work number 3 " Solution of genetic problems»
Lab #4 " Analysis of phenotypic variability»
Lab #5 " Detection of mutagens in the environment and indirect assessment of their possible impact on the body"
Lab #6 " Description of individuals of the same species according to morphological criteria”,
Lab #7 " Adaptation of organisms to different habitats (to water, land-air, soil)"
Lab #8 "
Lab #9 "
Lab #10 A comparative description of one of the natural systems (for example, forests) and some kind of agro-ecosystem (for example, a wheat field).
Lab #11 Drawing up schemes for the transfer of substances and energy along food chains in the natural ecosystem and in the agrocenosis.
Lab #12 Description and practical creation artificial ecosystem (freshwater aquarium).
Practical work No. 4 "
Excursions "
Excursions
Lab #1
Subject:"Observation of plant and animal cells under a microscope on ready-made micropreparations, their comparison."
Target: examine the cells of various organisms and their tissues under a microscope (remembering the basic techniques of working with a microscope), remember the main parts visible under a microscope and compare the structure of cells of plant, fungal and animal organisms.
Equipment: microscopes, prepared micropreparations of vegetable (onion scales), animal ( epithelial tissue- mucosal cells oral cavity), mushroom (yeast or mold fungi) cells, tables on the structure of plant, animal and fungal cells.
Progress:
examine prepared (ready-made) micropreparations of plant and animal cells under a microscope.
draw one plant and one animal cell. Label their main parts visible under a microscope.
compare the structure of plant, fungal and animal cells. Comparison is carried out using a comparative table. Make a conclusion about the complexity of their structure.
draw a conclusion based on the knowledge you have, in accordance with the purpose of the work.
Control questions
What does the similarity of plant, fungal and animal cells indicate? Give examples.
What do the differences between the cells of representatives of different kingdoms of nature testify to? Give examples.
Write down the main provisions of the cell theory. Note which of the provisions can be substantiated by the work done.
Conclusion
Lab #2
Topic "Preparation and description of micropreparations of plant cells"
TARGET: To consolidate the ability to work with a microscope, make observations and explain the results.
Equipment: microscopes, micropreparations, slides and coverslips, glasses of water, glass rods, a weak solution of tincture of iodine, onion and Elodea.
Progress:
All living organisms are made up of cells. All cells, except for bacterial ones, are built according to a single plan. Cell membranes were first seen in the 16th century by R. Hooke, examining sections of plant and animal tissues under a microscope. The term "cell" was established in biology in 1665.
Methods for studying cells are different:
methods of optical and electron microscopy. The first microscope was designed by R. Hooke 3 centuries ago, giving an increase of up to 200 times. The light microscope of our time magnifies up to 300 times or more. However, even such an increase is not enough to see cellular structures. At present, an electron microscope is used, which magnifies objects by tens and hundreds of thousands of times (up to 10,000,000).
The structure of the microscope: 1. Eyepiece; 2.Tubus; 3.Lenses; 4.Mirror; 5.Tripod; 6.Clamp; 7.Table; 8.Screw
2) chemical research methods
3) method of cell cultures on liquid nutrient media
4) microsurgery method
5) differential centrifugation method.
The main provisions of modern cell theory:
1.Structure. A cell is a living microscopic system consisting of a nucleus, cytoplasm and organelles.
2. Origin of the cell. New cells are formed by the division of previously existing cells.
3. Functions of the cell. In the cell are carried out:
Metabolism (a set of repetitive, reversible, cyclic processes - chemical reactions);
Reversible physiological processes (inflow and release of substances, irritability, movement);
Irreversible chemical processes (development).
4. Cell and organism. A cell can be an independent organism, carrying out the entirety of life processes. All multicellular organisms are made up of cells. The growth and development of a multicellular organism is a consequence of the growth and reproduction of one or more initial cells.
5. Evolution of the cell. The cellular organization arose at the dawn of life and went a long way of development from nuclear-free forms to nuclear unicellular and multicellular organisms.
Completing of the work
1. Study the structure of the microscope. Prepare the microscope for work.
2. Prepare a micropreparation of onion skin.
3. Examine the micropreparation under the microscope, first at low magnification, then at high magnification. Draw a plot of several cells.
4. Apply a few drops of NaCl solution on one side of the coverslip and draw water off with filter paper on the other side.
5. Examine the micropreparation, pay attention to the phenomenon of plasmolysis and sketch the area with several cells.
6. On one side of the coverslip, apply a few drops of water at the coverslip, and on the other side, draw off the water with filter paper, washing off the plasma solution.
7. Examine under the microscope, first at low magnification, then at high magnification, pay attention to the phenomenon of deplasmolysis. Draw a plot of several cells.
8. Draw the structure of a plant cell.
9. Compare the structure of plant and animal cells according to a light microscope. Record the results in the table:
Cells
Cytoplasm
Core
Dense cell wall
plastids
vegetable
animal
Control questions
1. What functions of the outer cell membrane were established during the phenomenon of plasmolysis and deplasmolysis?
2. Explain the reasons for the loss of water by the cell cytoplasm in a saline solution?
3. What are the functions of the main organelles of a plant cell?
Conclusion:
Lab #3
Topic: "Identification and description of signs of similarity between human embryos and other vertebrates as evidence of their evolutionary relationship"
Target: identify similarities and differences between vertebrate embryos at different stages of development
Equipment : Vertebrate Embryos collection
Progress
1. Read the article "Embryology data" (p. 154-157) in the textbook by Konstantinov V.M. "General Biology".
2. Consider Figure 3.21 on p. 157 textbook Konstantinov V.M. "General Biology".
3. Enter the results of the analysis of similarities and differences in table No. 1.
4. Make a conclusion about the similarities and differences between vertebrate embryos at different stages of development.
Table number 1. Features of similarity and differences of embryos of vertebrates at different stages of development
Who owns the fetus
The presence of a tail
nasal outgrowth
Forelimbs
air bubble
First stage
fish
lizard
rabbit
Human
Second stage
fish
lizard
rabbit
Human
Third stage
fish
lizard
rabbit
Human
Fourth stage
fish
lizard
rabbit
Human
Questions to control:
1. Define rudiments, atavisms, give examples.
2. At what stages of development of ontogenesis and phylogenesis do similarities in the structure of embryos appear, and where does differentiation begin?
3. Name the ways of biological progress, regression. Explain their meaning, give examples.
Conclusion:
Practical work No. 1
Topic: "Compilation of the simplest schemes of monohybrid crossing"
Target: Learn to draw up the simplest monohybrid crossing schemes based on the proposed data.
Equipment
Progress:
2. Collective analysis of tasks on monohybrid cross.
3. Do-It-Yourself Solution tasks for monohybrid crossing, describing in detail the course of the solution and formulating a complete answer.
Tasks for monohybrid crossing
Task number 1. In cattle, the gene for black coat color is dominant over the gene for red coat color. What offspring can be expected from a cross between a homozygous black bull and a red cow?
Let's analyze the solution to this problem. Let us first introduce the notation. In genetics, alphabetic symbols are accepted for genes: dominant genes denote capital letters, recessive - lowercase. The gene for black color is dominant, so we will denote it as A. The gene for red coat color is recessive - a. Therefore, the genotype of a homozygous black bull will be AA. What is the genotype of a red cow? It has a recessive trait that can manifest itself phenotypically only in the homozygous state (organism). Thus, her genotype is aa. If there was at least one dominant A gene in the cow's genotype, then her coat color would not be red. Now that the genotypes of the parental individuals have been determined, it is necessary to draw up a theoretical crossing scheme.
A black bull forms one type of gametes according to the gene under study - all germ cells will contain only gene A. For convenience of calculation, we write out only types of gametes, and not all germ cells of this animal. A homozygous cow also has one type of gamete - a. When such gametes merge with each other, one, the only possible genotype is formed - Aa, i.e. all offspring will be uniform and will carry the trait of a parent with a dominant phenotype - a black bull.
raa*aa
G A a
F Aa
Thus, the following answer can be written: when crossing a homozygous black bull and a red cow, only black heterozygous calves should be expected in the offspring
The following tasks should be solved independently, describing in detail the course of the solution and formulating a complete answer.
Task number 2. What offspring can be expected from crossing a cow and a bull, heterozygous for coat color?
Task number 3. In guinea pigs, tufted hair is determined by the dominant gene, and smooth hair is determined by the recessive one. Crossbreeding of two curled pigs with each other gave 39 individuals with a whirling coat and 11 smooth-haired animals. How many individuals with a dominant phenotype should be homozygous for this trait? Guinea pig with swirling hair, when crossed with an individual with smooth hair, gave rise to 28 swirling and 26 smooth-haired descendants in the offspring. Determine the genotypes of parents and offspring.
Conclusion:
Practical work No. 2
Topic: "Compilation of the simplest schemes of dihybrid crossing"
Target:
Equipment : textbook, notebook, conditions of tasks, pen.
Progress:
1. Recall the basic laws of inheritance of traits.
2. Collective analysis of problems for dihybrid crossing.
3. Independent solution of problems for dihybrid crossing, describing in detail the course of the solution and formulating a complete answer.
Task number 1. Write down the gametes of organisms with the following genotypes: AABB; aabb; AAL; aaBB; AaBB; abb; Aab; AABBSS; AALCC; Aabcc; Aabcc.
Let's look at one of the examples. When solving such problems, it is necessary to be guided by the law of gamete purity: the gamete is genetically pure, since only one gene from each allelic pair enters it. Take, for example, an individual with the genotype AaBbCc. From the first pair of genes - pair A - either gene A or gene a enters each germ cell during meiosis. In the same gamete, from a pair of B genes located on the other chromosome, the B or b gene enters. The third pair also supplies the dominant gene C or its recessive allele, c, to each sex cell. Thus, a gamete can contain either all dominant genes - ABC, or recessive genes - abc, as well as their combinations: ABc, AbC, Abe, aBC, aBc, and bC.
In order not to be mistaken in the number of gamete varieties formed by an organism with the genotype under study, you can use the formula N = 2n, where N is the number of gamete types, and n is the number of heterozygous gene pairs. It is easy to verify the correctness of this formula by examples: Aa heterozygote has one heterozygous pair; therefore, N = 21 = 2. It forms two varieties of gametes: A and a. AaBb diheterozygote contains two heterozygous pairs: N = 22 = 4, four types of gametes are formed: AB, Ab, aB, ab. The triheterozygote AaBbCc, in accordance with this, should form 8 varieties of germ cells N = 23 = 8), they have already been written out above.
Task number 2. In cattle, the polled gene dominates the horned gene, and the black coat gene dominates the red color gene. Both pairs of genes are on different pairs of chromosomes. 1. What will the calves be like if you cross a bull and a cow that are heterozygous for both pairs of traits?
Additional tasks for laboratory work
An offspring of 225 minks was obtained at the fur farm. Of these, 167 animals have brown fur and 58 minks are bluish-gray in color. Determine the genotypes of the original forms, if it is known that the gene for brown color is dominant over the gene that determines the bluish-gray coat color.
In humans, the gene for brown eyes is dominant over the gene for blue eyes. A blue-eyed man, one of whose parents had brown eyes, married a brown-eyed woman whose father had brown eyes and whose mother was blue. What offspring can be expected from this marriage?
Albinism is inherited in humans as a recessive trait. In a family where one of the spouses is albino and the other has pigmented hair, there are two children. One child is albino, the other has dyed hair. What is the probability of having the next albino child?
In dogs, the black color of the coat dominates over the coffee, and the short coat dominates over the long one. Both pairs of genes are on different chromosomes.
What percentage of black shorthair puppies can be expected from crossing two individuals who are heterozygous for both traits?
The hunter has bought a black short-haired dog and wants to be sure that it does not carry the genes for coffee-colored long-haired dogs. Which phenotype and genotype partner should be selected for crossing in order to check the genotype of the purchased dog?
In humans, the recessive gene a determines congenital deaf-mutism. A hereditarily deaf-mute man married a woman with normal hearing. Is it possible to determine the genotype of the mother of the child?
A plant was obtained from the yellow pea seed, which produced 215 seeds, of which 165 were yellow and 50 were green. What are the genotypes of all forms?
Conclusion:
Practical work No. 3
Topic: "Solution of genetic problems"
Target: Learn how to draw up the simplest dihybrid crossing schemes based on the proposed data.
Equipment : textbook, notebook, conditions of tasks, pen.
Progress:
Task number 1. Write down the gametes of organisms with the following genotypes: AABB; aabb; AAL; aaBB; AaBB; abb; Aab; AABBSS; AALCC; Aabcc; Aabcc.
Let's look at one of the examples. When solving such problems, it is necessary to be guided by the law of gamete purity: a gamete is genetically pure, since only one gene from each allelic pair enters it. Take, for example, an individual with the genotype AaBbCc. From the first pair of genes - pair A - either gene A or gene a enters each germ cell during meiosis. In the same gamete, from a pair of B genes located on the other chromosome, the B or b gene enters. The third pair also supplies the dominant gene C or its recessive allele, c, to each sex cell. Thus, a gamete can contain either all dominant genes - ABC, or recessive genes - abc, as well as their combinations: ABc, AbC, Abe, aBC, aBc, and bC.
In order not to be mistaken in the number of gamete varieties formed by an organism with the genotype under study, you can use the formula N = 2n, where N is the number of gamete types, and n is the number of heterozygous gene pairs. It is easy to verify the correctness of this formula by examples: Aa heterozygote has one heterozygous pair; therefore, N = 21 = 2. It forms two varieties of gametes: A and a. AaBb diheterozygote contains two heterozygous pairs: N = 22 = 4, four types of gametes are formed: AB, Ab, aB, ab. The triheterozygote AaBbCc, in accordance with this, should form 8 varieties of germ cells N = 23 = 8), they have already been written out above.
Task #2. In cattle, the polled gene dominates the horned gene, and the black coat gene dominates the red color gene. Both pairs of genes are on different pairs of chromosomes.
1. What will be the calves if you cross heterozygous for both pairs
signs of a bull and a cow?
2. What offspring should be expected from the crossing of a black bull, heterozygous for both pairs of traits, with a red horned cow?
Task #3. In dogs, the black color of the coat dominates over the coffee, and the short coat dominates over the long one. Both pairs of genes are on different chromosomes.
1. What percentage of black shorthair puppies can be expected from crossing two individuals who are heterozygous for both traits?
2. The hunter has bought a black short-haired dog and wants to be sure that it does not carry the genes for coffee-colored long-haired dogs. Which phenotype and genotype partner should be selected for crossing in order to check the genotype of the purchased dog?
Task number 4. In humans, the gene for brown eyes dominates the gene that determines the development of blue eyes, and the gene that determines the ability to better control the right hand prevails over the gene that determines the development of left-handedness. Both pairs of genes are located on different chromosomes. What can children be like if their parents are heterozygous?
Conclusion
Lab #4
Topic: "Analysis of phenotypic variability"
Goal of the work: to study the development of the phenotype, which is determined by the interaction of its hereditary basis - the genotype with environmental conditions.
Equipment: dried leaves of plants, fruits of plants, potato tubers, a ruler, a sheet of millimeter paper or in a "cell".
Progress
Brief theoretical information
Genotype- a set of hereditary information encoded in genes.
Phenotype- the end result of the manifestation of the genotype, i.e. the totality of all the signs of an organism formed in the process of individual development in given environmental conditions.
Variability- the ability of an organism to change its signs and properties. There are phenotypic (modification) and genotypic variability, which include mutational and combinative (as a result of hybridization).
reaction rate are the limits of modification variability of this trait.
Mutations- These are changes in the genotype caused by structural changes in genes or chromosomes.
For the cultivation of a particular plant variety or breed breeding, it is important to know how they react to changes in the composition and diet, temperature, light conditions and other factors.
In this case, the identification of the genotype through the phenotype is random and depends on the specific environmental conditions. But even in these random phenomena, a person has established certain patterns that are studied by statistics. According to the statistical method, it is possible to construct a variation series - this is a series of variability of a given trait, which is composed of individual variants (variant - a single expression of the development of a trait), a variation curve, i.e. graphical expression of the variability of a trait, reflecting the range of variation and the frequency of occurrence of individual variants.
For the objectivity of the characteristics of the variability of the trait, the average value is used, which can be calculated by the formula:
∑ (v p)
M = , where
M - average value;
∑ - summation sign;
v - options;
p is the frequency of occurrence of the variant;
n - the total number of variants of the variation series.
This method (statistical) makes it possible to accurately characterize the variability of a particular trait and is widely used to determine the reliability of observational results in a variety of studies.
Completing of the work
1. Measure with a ruler the length of the leaf blade of the leaves of plants, the length of the grains, count the number of eyes in the potato.
2. Arrange them in ascending order of the attribute.
3. On the basis of the data obtained, construct a variation curve of the trait variability (the length of the leaf plate, the number of eyes on the tubers, the length of the seeds, the length of the shells of mollusks) on graph paper or checkered paper. To do this, plot the value of the trait variability on the abscissa axis, and the frequency of occurrence of the trait on the ordinate axis.
4. By connecting the intersection points of the abscissa axis and the ordinate axis, you will get a variation curve.
Table 1.
№ instances (in order)
Sheet length, mm
№ instances (in order)
Sheet length, mm
table 2
Sheet length, mm
Sheet length, mm
Number of leaves with a given length
Length
sheet, mm
M=______ mm
Control questions
1. Give a definition of modification, variability, heredity, gene, mutation, reaction rate, variation series.
2. List the types of variability, mutations. Give examples.
Conclusion:
Lab #5
Topic: "Detection of mutagens in the environment and indirect assessment of their possible impact on the body"
Goal of the work: get acquainted with possible sources of mutagens in the environment, assess their impact on the body and make approximate recommendations for reducing the impact of mutagens on the human body.
Progress
Basic concepts
Experimental studies carried out over the past three decades have shown that a considerable number of chemical compounds have mutagenic activity. Mutagens are found among drugs, cosmetics, chemicals used in agriculture, industry; their list is constantly updated. Handbooks and catalogs of mutagens are published.
1. Mutagens in the production environment.
Industrial chemicals constitute the largest group anthropogenic factors external environment. Largest number studies of the mutagenic activity of substances in human cells were carried out for synthetic materials and salts of heavy metals (lead, zinc, cadmium, mercury, chromium, nickel, arsenic, copper). Mutagens from the production environment can enter the body in different ways: through the lungs, skin, and digestive tract. Consequently, the dose of the substance obtained depends not only on its concentration in the air or in the workplace, but also on the observance of personal hygiene rules. Synthetic compounds, for which the ability to induce chromosomal aberrations (rearrangements) and sister chromatid exchanges not only in the human body, have attracted the greatest attention. Compounds such as vinyl chloride, chloroprene, epichlorohydrin, epoxy resins and styrene undoubtedly have a mutagenic effect on somatic cells. Organic solvents (benzene, xylene, toluene), compounds used in the production of rubber products induce cytogenetic changes, especially in smokers. In women working in the tire and rubber industries, the frequency of chromosomal aberrations in peripheral blood lymphocytes is increased. The same applies to the fetuses of 8-, 12-week gestation, obtained during medical abortions from such workers.
2. Chemicals used in agriculture.
Most pesticides are synthetic organic substances. About 600 pesticides are practically used. They circulate in the biosphere, migrate in natural trophic chains, accumulating in some biocenoses and agricultural products.
Prediction and prevention of mutagenic hazards are very important chemicals plant protection. Moreover, we are talking about an increase in the mutation process not only in humans, but also in the plant and animal world. A person comes into contact with chemicals during their production, when they are used in agricultural work, receives small amounts of them with food, water from the environment.
3. Medications
The most pronounced mutagenic effect is possessed by cytostatics and antimetabolites used for the treatment oncological diseases and as immunosuppressants. A number of antitumor antibiotics (actinomycin D, adriamycin, bleomycin and others) also have mutagenic activity. Since the majority of patients using these drugs do not have offspring, calculations show that the genetic risk from these drugs to future generations is small. Some medicinal substances cause chromosomal aberrations in human cell culture in doses corresponding to the real ones with which the person is in contact. This group includes anticonvulsants (barbiturates), psychotropic (clozepine), hormonal (estrodiol, progesterone, oral contraceptives), mixtures for anesthesia (chloridine, chlorpropanamide). These drugs induce (2-3 times the spontaneous level) chromosomal aberrations in people who regularly take or come into contact with them.
Unlike cytostatics, there is no certainty that the drugs of these groups act on germ cells. Some drugs, such as acetylsalicylic acid and amidopyrine increase the frequency of chromosomal aberrations, but only at high doses used in the treatment of rheumatic diseases. There is a group of drugs with a weak mutagenic effect. The mechanisms of their action on chromosomes are unclear. Such weak mutagens include methylxanthines (caffeine, theobromine, theophylline, paraxanthine, 1-, 3- and 7-methylxanthines), psychotropic drugs (trifgorpromazine, mazheptil, haloperidol), chloral hydrate, antischistosomal drugs (hycanthone fluorate, miracil O), bactericidal and disinfectants(trypoflavin, hexamethylene-tetramine, ethylene oxide, levamisole, resorcinol, furosemide). Despite their weak mutagenic activity, due to their widespread use, careful monitoring of the genetic effects of these compounds is necessary. This applies not only to patients, but also to medical personnel using drugs for disinfection, sterilization, and anesthesia. In this regard, unfamiliar drugs should not be taken without the advice of a doctor. medications, especially antibiotics, treatment of chronic inflammatory diseases, this weakens your immunity and opens the way for mutagens.
4. Food components.
Mutagenic activity of food cooked different ways, various food products was studied in experiments on microorganisms and in experiments on the culture of peripheral blood lymphocytes. Food additives such as saccharin, AP-2 nitrofuran derivative (preservative), phloxin dye, etc. have weak mutagenic properties. Nitrosamines, heavy metals, mycotoxins, alkaloids, some food additives, as well as heterocyclic amines and aminoimidazoarenes formed during the cooking of meat products. The last group of substances includes the so-called pyrolyzate mutagens, originally isolated from fried, protein-rich foods. The content of nitroso compounds in foodstuffs varies greatly and is apparently due to the use of nitrogen-containing fertilizers, as well as the peculiarities of cooking technology and the use of nitrites as preservatives. The presence of nitrosable compounds in food was first discovered in 1983 during the study of mutagenic activity soy sauce and soybean paste. Later, the presence of nitrosating precursors was shown in a number of fresh and pickled vegetables. For the formation of mutagenic compounds in the stomach from those supplied with vegetables and other products, it is necessary to have a nitrosating component, which is nitrites and nitrates. The main source of nitrates and nitrites is food products. It is believed that about 80% of nitrates entering the body are of plant origin. Of these, about 70% is found in vegetables and potatoes, and 19% in meat products. An important source of nitrite are canned foods. Precursors of mutagenic and carcinogenic nitroso compounds constantly enter the human body with food.
It can be recommended to consume more natural products, avoid canned meats, smoked meats, sweets, juices and soda water with synthetic dyes. There are more cabbage, greens, cereals, bread with bran. If there are signs of dysbacteriosis - take bifidumbacterin, lactobacterin and other drugs with "beneficial" bacteria. They will provide you with reliable protection against mutagens. If the liver is out of order, drink choleretic preparations regularly.
5. Components of tobacco smoke
The results of epidemiological studies have shown that smoking is of the greatest importance in the etiology of lung cancer. It was concluded that 70-95% of lung cancer cases are associated with tobacco smoke, which is a carcinogen. The relative risk of lung cancer depends on the number of cigarettes smoked, but the duration of smoking is a more significant factor than the number of cigarettes smoked daily. Currently, much attention is paid to the study of the mutagenic activity of tobacco smoke and its components, this is due to the need for a real assessment of the genetic danger of tobacco smoke.
Cigarette smoke in the gas phase caused in vitro human lymphocytes, mitotic recombinations and respiratory failure mutations in yeast. Cigarette smoke and its condensates induced sex-linked recessive lethal mutations in Drosophila. Thus, in studies of the genetic activity of tobacco smoke, numerous data have been obtained that tobacco smoke contains genotoxic compounds that can induce mutations in somatic cells, which can lead to the development of tumors, as well as in germ cells, which can be the cause of inherited defects.
6. Air aerosols
The study of the mutagenicity of pollutants contained in smoky (urban) and non-smoky (rural) air on human lymphocytes in vitro showed that 1 m3 of smoky air contains more mutagenic compounds than non-smoked air. In addition, substances whose mutagenic activity depends on metabolic activation were found in smoky air. The mutagenic activity of air aerosol components depends on its chemical composition. The main sources of air pollution are vehicles and thermal power plants, emissions from metallurgical and oil refineries. Air pollutant extracts cause chromosomal aberrations in human and mammalian cell cultures. The data obtained to date indicate that air aerosols, especially in smoky areas, are sources of mutagens entering the human body through the respiratory organs.
7. Mutagens in everyday life.
Much attention is paid to testing for mutagenicity of hair dyes. Many dye components cause mutations in microorganisms, and some in the culture of lymphocytes. Mutagenic substances in food products household chemicals it is difficult to identify due to the low concentrations that a person comes into contact with in real conditions. However, if they induce mutations in germ cells, then this will eventually lead to noticeable population effects, since each person receives some dose of food and household mutagens. It would be wrong to think that this group of mutagens has appeared just now. Obviously, the mutagenic properties of food (for example, aflatoxins) and the household environment (for example, smoke) were also on early stages development modern man. However, at present, many new synthetic substances are being introduced into our everyday life, it is these chemical compounds should be safe. Human populations are already weighed down by a significant load of harmful mutations. Therefore, it would be a mistake to establish any acceptable level for genetic changes, especially since the question of the consequences of population changes as a result of an increase in the mutation process is still not clear. For most chemical mutagens (if not for all) there is no threshold of action, it can be assumed that the maximum allowable "genetically damaging" concentration for chemical mutagens, as well as the dose of physical factors, should not exist. In general, you need to try to use less household chemicals, with detergents work with gloves. When assessing the risk of mutagenesis arising under the influence of environmental factors, it is necessary to take into account the existence of natural antimutagens (for example, in food). This group includes metabolites of plants and microorganisms - alkaloids, mycotoxins, antibiotics, flavonoids.
Tasks:
1. Make a table "Sources of mutagens in the environment and their impact on the human body" Sources and examples of mutagens in the environment Possible consequences on the human body
2. Using the text, make a conclusion about how seriously your body is exposed to mutagens in the environment and make recommendations to reduce the possible impact of mutagens on your body.
Lab #6
Topic: "Description of individuals of the same species by morphological criterion"
Goal of the work : to learn the concept of "morphological criterion", to consolidate the ability to make a descriptive description of plants.
Equipment : herbarium and drawings of plants.
Progress
Brief theoretical information
The concept of "View" was introduced in the 17th century. D. Reem. C. Linnaeus laid the foundations for the taxonomy of plants and animals and introduced binary nomenclature to designate a species. All species in nature are subject to variability and actually exist in nature. To date, several million species have been described, and this process continues to this day. Species are unevenly distributed across the globe.
View- a group of individuals with common features structures, common origin, freely interbreeding, producing fertile offspring and occupying a certain area.
Often before biologists the question arises: do these individuals belong to the same species or not? There are strict criteria for this.
Criterion It is a trait that distinguishes one species from another. They are also isolating mechanisms that prevent crossing, independence, independence of species.
Species criteria, by which we distinguish one species from another, collectively determine the genetic isolation of species, ensuring the independence of each species and their diversity in nature. Therefore, the study of species criteria is of decisive importance for understanding the mechanisms of the evolutionary process taking place on our planet.
1. Consider plants of two species, write down their names, make a morphological characteristic of plants of each species, that is, describe the features of their external structure (features of leaves, stems, roots, flowers, fruits).
2. Compare plants of two species, identify similarities and differences. What explains the similarities (differences) of plants?
Completing of the work
1. Consider plants of two types and describe them according to the plan:
1) the name of the plant
2) features of the root system
3) stem features
4) sheet features
5) flower features
6) features of the fetus
2. Compare the plants of the described species with each other, identify their similarities and differences.
Control questions
What additional criteria do scientists use to determine a species?
What prevents species from interbreeding?
Conclusion:
Lab #7
Topic: "Adaptation of organisms to different habitats (to water, land-air, soil)"
Target: learn to identify the features of the adaptability of organisms to the environment and establish its relative nature.
Equipment: herbarium specimens of plants, houseplants, stuffed animals or drawings of animals of various habitats.
Progress
1.Determine the habitat of the plant or animal proposed to you for research. Identify the features of its adaptation to the environment. Reveal the relative nature of fitness. Enter the data obtained in the table "The fitness of organisms and its relativity."
Fitness of organisms and its relativity
Table 1
Name
kind
Habitat
Features adaptability to the environment
What is expressed relativity
fitness
2. After studying all the proposed organisms and filling in the table, based on knowledge of the driving forces of evolution, explain the mechanism for the emergence of adaptations and write down the general conclusion.
3. Match the given examples of devices with their character.
Polar bear fur coloring
giraffe coloring
bumblebee coloring
Stick insect body shape
Ladybug coloring
Bright spots on caterpillars
Orchid flower structure
The appearance of the hoverfly
flower praying mantis shape
Bombardier beetle behavior
Protective coloration
Disguise
Mimicry
Warning coloration
Adaptive behavior
Conclusion:
Lab #8 " Analysis and evaluation of various hypotheses of the origin of life and man”
Target: familiarity with various hypotheses of the origin of life on Earth.
Progress.
Fill in the table:
Theories and hypotheses
Essence of a theory or hypothesis
Proof
"A variety of theories of the origin of life on Earth".
1. Creationism.
According to this theory, life arose as a result of some supernatural event in the past. It is followed by followers of almost all the most common religious teachings.
The traditional Judeo-Christian idea of the creation of the world, set forth in the Book of Genesis, has caused and continues to cause controversy. Although all Christians acknowledge that the Bible is God's commandment to mankind, there is disagreement over the length of the "day" mentioned in Genesis.
Some believe that the world and all the organisms inhabiting it were created in 6 days of 24 hours. Other Christians do not treat the Bible as a scientific book and believe that the Book of Genesis presents in a form understandable to people the theological revelation about the creation of all living beings by an almighty Creator.
The process of the divine creation of the world is conceived as having taken place only once and therefore inaccessible to observation. This is enough to take the whole concept of divine creation out of the scope of scientific research. Science deals only with those phenomena that can be observed, and therefore it will never be able to either prove or disprove this concept.
2. Theory of a stationary state.
According to this theory, the Earth never came into being, but existed forever; it is always able to maintain life, and if it has changed, then very little; species have always existed.
Modern methods dating gives ever-higher estimates of the age of the earth, leading steady-state theorists to believe that the earth and species have always existed. Each species has two possibilities - either a change in numbers or extinction.
Proponents of this theory do not recognize that the presence or absence of certain fossil remains may indicate the time of appearance or extinction of a particular species, and cite as an example a representative of the cross-finned fish - coelacanth. According to paleontological data, the crossopterygians became extinct about 70 million years ago. However, this conclusion had to be revised when living representatives of the crossopterygians were found in the Madagascar region. Proponents of the steady state theory argue that only by studying the living species and comparing them with fossil remains, one can conclude about extinction, and even then it may turn out to be wrong. The sudden appearance of a fossil species in a particular stratum is due to an increase in its population or movement to places favorable for the preservation of remains.
3. Theory of panspermia.
This theory does not offer any mechanism to explain the primary origin of life, but puts forward the idea of its extraterrestrial origin. Therefore, it cannot be considered a theory of the origin of life as such; it simply takes the problem somewhere else in the universe. The hypothesis was put forward by J. Liebig and G. Richter in the middle XIX century.
According to the panspermia hypothesis, life exists forever and is transported from planet to planet by meteorites. The simplest organisms or their spores (“seeds of life”), getting to a new planet and finding favorable conditions here, multiply, giving rise to evolution from the simplest forms to complex ones. It is possible that life on Earth originated from a single colony of microorganisms abandoned from space.
This theory is based on multiple sightings of UFOs, rock carvings of things that look like rockets and "astronauts", and reports of alleged encounters with aliens. When studying the materials of meteorites and comets, many “precursors of life” were found in them - substances such as cyanogens, hydrocyanic acid and organic compounds, which may have played the role of "seeds" that fell on the bare Earth.
Supporters of this hypothesis were Nobel Prize winners F. Crick, L. Orgel. F. Crick relied on two circumstantial evidence:
universality of the genetic code;
necessary for the normal metabolism of all living beings of molybdenum, which is now extremely rare on the planet.
But if life did not originate on Earth, then how did it originate outside of it?
4. Physical hypotheses.
Physical hypotheses are based on the recognition of fundamental differences between living matter and non-living matter. Consider the hypothesis of the origin of life put forward in the 30s of the XX century by V. I. Vernadsky.
Views on the essence of life led Vernadsky to the conclusion that it appeared on Earth in the form of a biosphere. The fundamental, fundamental features of living matter require for its occurrence not chemical, but physical processes. It must be a kind of catastrophe, a shock to the very foundations of the universe.
In accordance with the hypotheses of the formation of the Moon, widespread in the 30s of the 20th century, as a result of the separation from the Earth of the substance that previously filled the Pacific Trench, Vernadsky suggested that this process could cause that spiral, vortex movement of the terrestrial substance, which did not happen again.
Vernadsky comprehended the origin of life on the same scale and time intervals as the origin of the Universe itself. In a catastrophe, conditions suddenly change, and living and non-living matter arise from protomatter.
5. Chemical hypotheses.
This group of hypotheses is based on the chemical characteristics of life and links its origin with the history of the Earth. Let's consider some hypotheses of this group.
At the origins of the history of chemical hypotheses were views of E. Haeckel. Haeckel believed that carbon compounds first appeared under the influence of chemical and physical causes. These substances were not solutions, but suspensions of small lumps. Primary lumps were capable of accumulation of various substances and growth, followed by division. Then a nuclear-free cell appeared - the original form for all living beings on Earth.
A certain stage in the development of chemical hypotheses of abiogenesis was concept of A. I. Oparin, put forward by him in 1922-1924. XX century. Oparin's hypothesis is a synthesis of Darwinism with biochemistry. According to Oparin, heredity was the result of selection. In Oparin's hypothesis, what is desired will pass for reality. At first, the features of life are reduced to metabolism, and then its modeling is declared to have solved the riddle of the origin of life.
Hypothesis of J. Burpap suggests that abiogenically arisen small molecules of nucleic acids of a few nucleotides could immediately combine with the amino acids they encode. In this hypothesis, the primary living system is seen as biochemical life without organisms, carrying out self-reproduction and metabolism. Organisms, according to J. Bernal, appear a second time, in the course of the isolation of individual sections of such biochemical life with the help of membranes.
As the last chemical hypothesis for the origin of life on our planet, consider hypothesis of G. V. Voitkevich, put forward in 1988. According to this hypothesis, the origin of organic substances is transferred to outer space. In the specific conditions of space, organic substances are synthesized (numerous orpanic substances are found in meteorites - carbohydrates, hydrocarbons, nitrogenous bases, amino acids, fatty acids, etc.). It is possible that nucleotides and even DNA molecules could have been formed in space. However, according to Voitkevich, chemical evolution on most planets solar system turned out to be frozen and continued only on Earth, finding suitable conditions there. During the cooling and condensation of the gaseous nebula, the entire set of organic compounds turned out to be on the primary Earth. Under these conditions, living matter appeared and condensed around the abiogenically formed DNA molecules. So, according to Voitkevich's hypothesis, biochemical life initially appeared, and in the course of its evolution separate organisms appeared.
Control questions:: What theory do you personally adhere to? Why?
Conclusion:
Lab #9
Subject: " Description of anthropogenic changes in the natural landscapes of the area”
Target: identify anthropogenic changes in the ecosystems of the area and assess their consequences.
Equipment: red book of plants
Progress
1. Read about the species of plants and animals listed in the Red Book: endangered, rare, declining in your region.
2. What species of plants and animals do you know that have disappeared in your area.
3. Give examples of human activities that reduce species populations. Explain the reasons adverse influence this activity, using knowledge of biology.
4. Draw a conclusion: what types of human activities lead to changes in ecosystems.
Conclusion:
Lab #10
Topic: Comparative description of one of the natural systems (for example, forests) and some kind of agro-ecosystem (for example, a wheat field).
Target : will reveal similarities and differences between natural and artificial ecosystems.
Equipment : textbook, tables
Progress.
2. Fill in the table "Comparison of natural and artificial ecosystems"
Signs of comparison
natural ecosystem
Agrocenosis
Ways of regulation
Species diversity
Density of species populations
Energy sources and their use
Productivity
Circulation of matter and energy
Ability to withstand environmental changes
3. Draw a conclusion on the measures necessary to create sustainable artificial ecosystems.
Lab #11
Subject: Drawing up schemes for the transfer of substances and energy along food chains in the natural ecosystem and in agrocenosis.
Target: To consolidate the ability to correctly determine the sequence of organisms in the food chain, compose a trophic web, and build a pyramid of biomass.
Progress.
1. Name the organisms that should be in the missing place of the following food chains:
From the proposed list of living organisms, make up a food web: grass, berry bush, fly, titmouse, frog, snake, hare, wolf, decay bacteria, mosquito, grasshopper. Specify the amount of energy that passes from one level to another.
Knowing the rule of energy transfer from one trophic level to another (about 10%), build a biomass pyramid of the third food chain (task 1). Plant biomass is 40 tons.
Control questions: what do the rules of ecological pyramids reflect?
Conclusion:
Lab #12
Subject: Description and practical creation of an artificial ecosystem (freshwater aquarium).
Target : on the example of an artificial ecosystem, to trace the changes that occur under the influence of environmental conditions.
Progress.
What conditions must be observed when creating an aquarium ecosystem.
Describe the aquarium as an ecosystem, indicating abiotic, biotic environmental factors, ecosystem components (producers, consumers, decomposers).
Make food chains in the aquarium.
What changes can occur in the aquarium if:
falling direct sunlight;
There are a lot of fish in the aquarium.
5. Draw a conclusion about the consequences of changes in ecosystems.
Conclusion:
Practical work No.
Subject " Solving environmental problems»
Goal of the work: create conditions for the formation of skills to solve the simplest environmental problems.
Progress.
Problem solving.
Task number 1.
Knowing the ten percent rule, calculate how much grass you need to grow one eagle weighing 5 kg (food chain: grass - hare - eagle). Conditionally accept that at each trophic level only representatives of the previous level are always eaten.
Task number 2.
On an area of 100 km 2, partial logging was carried out annually. At the time of the organization of the reserve, 50 moose were noted in this territory. After 5 years, the number of moose increased to 650 heads. After another 10 years, the number of moose decreased to 90 heads and stabilized in subsequent years at the level of 80-110 heads.
Determine the number and density of the moose population:
a) at the time of the creation of the reserve;
b) 5 years after the creation of the reserve;
c) 15 years after the creation of the reserve.
Task #3
The total content of carbon dioxide in the Earth's atmosphere is 1100 billion tons. It has been established that in one year vegetation assimilates almost 1 billion tons of carbon. Approximately the same amount is released into the atmosphere. Determine how many years all the carbon in the atmosphere will pass through organisms (the atomic weight of carbon is 12, oxygen is 16).
Solution:
Let's calculate how many tons of carbon are contained in the Earth's atmosphere. We make up the proportion: (molar mass of carbon monoxide M (CO 2) \u003d 12 t + 16 * 2t \u003d 44 t)
44 tons of carbon dioxide contains 12 tons of carbon
In 1,100,000,000,000 tons of carbon dioxide - X tons of carbon.
44/1 100,000,000,000 = 12/X;
X \u003d 1,100,000,000,000 * 12/44;
X = 300,000,000,000 tons
There are 300,000,000,000 tons of carbon in the Earth's modern atmosphere.
Now we need to find out how long it takes for the amount of carbon to "pass" through living plants. To do this, it is necessary to divide the result obtained by the annual consumption of carbon by plants on the Earth.
X = 300,000,000,000 tons / 1,000,000,000 tons per year
X = 300 years.
Thus, all atmospheric carbon in 300 years will be completely assimilated by plants, will visit them integral part and re-enter the Earth's atmosphere.
Excursions " Natural and artificial ecosystems of the region"
Excursions
Variety of species. Seasonal (spring, autumn) changes in nature.
Variety of varieties of cultivated plants and breeds of domestic animals, methods of their breeding (breeding station, breeding farm, agricultural exhibition).
Natural and artificial ecosystems of the area.
Morozova Tatyana Vasilievna Biology teacher
Municipal state educational institution
Mulym secondary school.
annotation
Laboratory studies with living material should be one of the main points in the study of zoology at school. As a rule, they should be placed at the beginning of each series of lessons devoted to acquaintance with a new group of animals (protozoa, roundworms, annelids, molluscs, lower crustaceans, crayfish, insects, fish, amphibians, reptiles, birds, mammals).
The use of local natural objects is effective tool development of cognitive and creative activity, affecting the assimilation of program and local history knowledge and the development of research principles.
This workshop includes 16 labs in the Animals section that can be carried out while studying the basic course, covering most of its topics.
The order of laboratory work corresponds to the logic and level of presentation educational material in the textbook (Biology. Animals. Grade 7. / V.V. Latyushin, V.A. Shapkin. - M .: Drofa, 2011).
Laboratory work does not always have to take up a whole lesson, it can be calculated for a part of the lesson and carried out as a fragment of it.
Safety instructions
When conducting laboratory work in zoology
1. Be attentive, disciplined, careful, accurately follow the instructions of the teacher.
2. Do not jump up, do not jump, do not make sudden movements.
3. Arrange instruments, materials, equipment in the workplace in the order indicated by the teacher.
4. Do not keep items in the workplace that are not required when performing work.
II. Requirements for working with living objects.
1. Before starting laboratory work with a living object, listen carefully
explanations and instructions from the teacher.
2. Before studying the object, read the task. Consider an object that is in a vessel.
3. Do not pick up this object without the teacher's permission.
4. When working with a live object, be careful not to squeeze or injure the live
5. After observing a live object, place it back in the vessel or
a container containing a living object.
6. Tidy up when you're done workplace: collect instruction cards and wipe
laboratory table.
7. Wash your hands with soap and dry with a towel.
LABORATORY WORK No. 1.
Topic: Study of representatives of protozoa
Target: consider the structural features and life processes of various
the simplest and compare them with each other.
Equipment: cultures: ciliates - shoes, amoeba, suvoyki, green euglena,
microscopes, glass slides, pieces of cotton wool, pipettes.
Progress
TASKS:
1. Bring the microscope into working position. To do this, put a microscope
with a tripod towards you at a distance of 5-8 cm from the edge of the table, using a mirror
direct the light into the opening of the stage.
2. Prepare a micropreparation: on a glass slide with a pipette
place a drop of culture; put in a drop a few fibers of cotton wool,
cover it with a cover glass.
3. Place the micropreparation on the stage and use the screw to gently
lower the barrel so that the lower edge of the lens is at a distance,
close to the drug.
4. Find a representative of the protozoa in the field of view. To do this, using
screw, slowly adjust the position of the tube until
clear image of the protozoan on the preparation.
5. Determine the shape of the body of the shoe, consider its front (blunt) and back
(pointed) ends of the body, preoral depression.
6. Observe the movement of protozoa and draw a conclusion about the role
flagella and cilia in the locomotion of protozoa.
7. Draw the protozoa you saw in a notebook and sign in more detail
the body parts you saw.
Euglena Amoeba Ciliates - Suvoyki Bursaria
Green slipper
LABORATORY WORK № 2.
Type Roundworms
Representatives: free-living nematodes, rotifers.
Progress
TASKS:
1. Consider culture without magnifying devices
free-living nematodes , grown on white bread.
Describe these worms: their number, size, color, character
movement.
2. Find a male and a female on a wet ascaris preparation.
Note how they differ, how they are similar to those round
the worms you just looked at.
3. Place several animals from the rotifer culture in a drop
water and examine at low magnification of the microscope. Note the similarities and differences
in the external structure of the body, in characteristic movements, color.
4. Observe the movement of rotifers and draw a conclusion about the role
cilia during movement and feeding of rotifers.
5. Draw rotifers in a notebook (several types) and sign what you see
parts of her body.
LABORATORY WORK No. 3.
Progress.
TASK I
1. Examine the body earthworm. Determine the shape of the body, color, size,
body segmentation. Find the anterior and posterior ends of the body, the girdle.
2. Find the convex (dorsal) and flat (abdominal) parts of the body. Carefully
slide your finger along the ventral or lateral side of the worm's body from the rear
towards the front end (you will feel the touch of the bristles). Review with
magnifiers touch the bristles on the body of the worm.
3. Pay attention to the skin of the worm. Determine if it is dry or wet?
Make a conclusion about the importance of such skin and bristles for the life of the worm in the soil.
TASK II.
1.Place the leech in a glass jar filled with water.
2. Using a magnifying glass, examine appearance leeches. note
on the shape and color of the body, the number and location of suckers. try
measure the length of the leech in its resting state.
3. Consider and describe the structure of the mouth of a leech that has stuck to the glass.
4. Try using a soft brush to drop the leech into the water from the wall of the jar.
5. Watch the movement of a leech in a jar of water.
Describe the movement of a leech.
6. Identify other (besides swimming) ways of moving the leech.
TASK III.
1. Examine with a magnifying glass tubifex.
Note body color, size, body shape. Find front and back
end of the body. Note the presence of bristles.
2. Pay attention to the peculiarities of the behavior of the pipe maker (stick together
or singly). Touch the tubifex with a brush. Note his reaction.
LABORATORY WORK No. 4.
Progress
Task I
1. Consider the mollusk shells offered to you. Divide them into groups:
gastropods and bivalves.
2.In gastropods note:
- presence and absence of symmetry
The sink is twisted to the right or to the left ___________________________________________
Is there a difference in the number of curls ____________________________________________
Coloring ________________________________________________________________________
Dimensions ________________________________________________________________________
The presence of outgrowths (tubercles, spikes, etc.) __________________________________________
- list of them the species found in our area _________________________
3. At bivalves describe:
- outer layer of shell valves ____________________________________
The inner layer of the shell ____________________________________________
Number of years ___________________________________________________
Shell shape _________________________________________________
Coloring ________________________________________________________________
dimensions ___________________________________________________________
4. List the types of local mollusks.
TASK II.
1.Consider aquatic gastropods: coil and pond.
Compare their structure and write down the results: Table
2.Watch the clams crawling on the glass.
Describe the nature of the movement ______________________________________________
Watch if the mollusk rises to the surface of the water ______________________
If it rises, then note how many minutes the rise is repeated ____________________________________________________________________________
The presence of a leg ________________________________________________________________
Presence of tentacles on the leg
The area of the sole of a crawling mollusk _______________________________________
TASK III.
Observations for land molluscs.
1. Make observations of a naked slug using a magnifying glass.
Note the following:
- the presence of a sink _____________________________________________
The presence of a large amount of mucus on the body __________________________
Body symmetry _________________________________________________
Departments of the body _________________________________________________________
Wave-like contractions of the muscles of the sole ____________________
How many tentacles on the head
Presence and type of mouth opening
2. Place pieces of cabbage and tomatoes on the slugs.
Watch:
Movement speed _________________________________________________
What kind of food do you prefer?
3. Using a magnifying glass, observe the snail.
The presence of a sink _____________________________________________
Body symmetry____________________________________________
The presence of a leg with a grater ______________________________________
Where do molluscs stay (on plants, on the ground, on glass)
Touch the clam with a soft brush. Describe the reaction of the mollusk.
________________________________________________________________________________________________________________________________________________________
Conclusions on the work (about the adaptations of mollusks to living in different environments, about the structure, about movement) ___________________________________
LABORATORY WORK No. 5.
Type Arthropods
Representatives: daphnia, cyclops, crayfish, shrimp.
Progress
TASKS:
I. Appearance of cancer.
1. What is the color of the body of a living cancer? Compare (to the touch) the hardness of its cover with
cover of an earthworm.
II. Head chest.
2. Locate the cephalothorax and the groove (seam) between the head and chest. Find out the connection.
What organs are located on the cephalothorax of cancer (antennae, eyes, mouth organs,
walking legs, their number and structure)?
3. Examine the cephalothorax and sides (under the legs) of the cancer. Locate the gap leading to the gills
III. Abdomen
4. Count the number of abdominal segments. Find the legs and count their number.
Compare them with walkers. Locate the tail fin and anal opening.
What conclusion do you draw about the role of the limbs?
IV. Examine live crustaceans in test tubes with a magnifying glass.
5. Note their size, color, nature of movement in the water.
6. Place several animals from the culture in turn in a drop of water and consider
them at low magnification of the microscope. Note similarities and differences in appearance
body structure, in characteristic movements, coloring.
7. Compare large crustaceans: shrimp and crayfish.
Identify the similarities and differences in the external structure.
8. Justify the conclusion that the studied crustaceans belong to the same class in
type of arthropod.
LAB #6
Squad of cockroaches
Representative: red cockroach.
Progress
TASK I
1. Consider the cover of the body, its strength, color, size
2. Note how much free movement can produce
animal head.
3. Consider which sense organs are on the head:
find the jointed antennae and eyes, note their number.
4. Put a piece of pumpkin on a glass rod and
bring it to the mouth of a red cockroach, describe in detail,
how, having felt it with oral palps, he licks and gnaws them.
5. Under a magnifying glass, examine the legs of an insect, their mobility
joints, tarsi with suckers and bristles. Check for
themselves that cockroaches carry microbes on their paws, including
and pathogenic.
6. Examine the belly of the cockroach and determine the sex of the insect.
7. Consider and mark in the table the type of oral apparatus.
Order Orthoptera
Representative: field cricket.
TASK II.
1. Consider the features of wings and elytra, compare
their length and color.
2. Compare the length of the front and hind legs, observe
movement and mark the type of movement.
3. Consider the structure of the oral apparatus with a magnifying glass.
4. Consider the antennae, note their number, observe
their movement, draw a conclusion about their meaning.
LAB #6
(continuation)
Squad of beetles.
Representative: May beetle.
Progress
I. GRUB
TASK I
1. Consider the larva, body shape, color, length.
2. Consider the worm-like body, divided into segments.
Count the number of breasts and how many are on the abdomen
(thoracic segments with limbs).
3. Count how many leg larvae are on the chest
and how many pairs. Suggest type of locomotion (crawling,
jumping, flying).
4. Find on the segments of the abdomen - oval breathing holes,
through which air enters the trachea of the larva?
II. ADULT INSECT
TASK II.
1. Consider the shape of the body, color, length, cover.
2. Examine and mark on the head the number of eyes, antennae,
find powerful oral appendages.
3. Take pieces of food (bread) and gently on
stick put it to your mouth Maybug- define the type
oral apparatus.
4. Consider three pairs of limbs, what type of limb
(swimming, walking).
LAB #6
(continuation)
Order Diptera
Representative: mosquito-dergun
Progress
TASKS:
1. Examine a mosquito (twitch) larva through a magnifying glass, its head with eyes and mouth appendages, chest with a bundle of bristles, note how it moves in the water.
2. Find a segmented abdomen with a breathing tube at the end.
3. Note how the larva swims. If you can watch her breathe in the water,
see if it rises to the surface of the water.
4. Mark at the end of the brulek - a forked process - guess how it serves in the larva?
LABORATORY WORK No. 7.
Pisces class
Progress
TASKS:
1. Consider the appearance of a fish swimming in a jar of water, identify it
body shape and explain the importance of such a shape in the life of a fish.
2. Consider the integument of the body of the fish. Explain the meaning of scales
in the life of a fish.
3. Determine the color of the fish on the ventral and dorsal sides of its body.
Explain the meaning of the different colors of the ventral and dorsal sides of the body of the fish.
4. Find the body parts of the fish: head, body, tail.
5. On the head of the fish, find the eyes and nostrils. Determine what value they are
have a life of fish. Are there eyelids? Are there organs of hearing?
Tap on the glass of the jar and see if the fish can hear.
6. Find paired and unpaired fins in the fish you are considering.
Explain their importance in the life of fish. Watch the fins at work
when moving fish in the water.
7. Find the side line. Familiarize yourself with the picture and text of the textbook with
its structure and meaning.
8. Consider the shape of the head. How does it pass into the body?
9. Locate the gill covers. Observe breathing movements
alternate opening and closing of the mouth and gill covers.
LABORATORY WORK № 8.
Progress
Tasks:
Consider on live frogs placed in glass jars, the features of their external structure and movement.
1. Consider the shape of the frog's body, pay attention to the shortened body, devoid of
tail, flattened body from top to bottom, no neck. Compare with the body shape of fish.
What are the similarities and differences?
2. Describe the appearance of each pair of limbs. Compare these limbs
size and details of the structure. What are the similarities and differences? With what organs
movement can be compared to the limbs of a frog? How to distinguish a sharp difference
frog limbs from fish fins?
3. Consider the movement of a frog on land. Which pair of limbs performs
lead role? What is the role of the second pair of limbs?
4. Consider the movement of a frog in the water. Which pair of limbs performs
lead role? What equipment does she have for this?
5. Count the number of fingers on the front and hind limbs. Compare them by
size. Which limbs have the most developed musculature? What is it connected with?
6. Consider the skin of the frog. Is the color of the skin on the back and on the
abdominal side. What does it matter? Note the slime
secreted by skin glands. What is the meaning of slime? Compare with body coverings
7. What adaptations in the external structure of the frog contribute to its life on land
LABORATORY WORK No. 9.
Progress
TASKS:
1. Take the lizard in your hands with the back side up.
Examine her body. What shape is it? Think about the parts of the frog's body.
How is the head connected to the body in a lizard and a frog?
2. Locate the limbs. How are they developed? Compare the length of the front and rear
limbs. How many departments do they have? How many fingers are in the hand and foot?
How do they end? What is common in the structure of the limbs of a lizard and a frog?
What are the differences? How can they be explained?
3. Using a magnifying glass, examine the integument of the trunk and limbs from the dorsal side.
Pay attention to the shape of the scales. Examine the head and belly. Find
they have horny shields on them. The same scales on different parts of the body? Remember
frog skin structure.
How to explain the differences in the structure of the skin in lizards and frogs?
4. Consider the head. Find a mouth; paired nostrils; behind the nostrils on the sides
heads are eyes. Count the number of eyelids (using a dissecting needle). On
Locate the auditory openings at the back of the head. Find and examine through a magnifying glass (on
upper surface of the head along the midline) unpaired parietal eye.
5. What features of the external structure of the lizard indicate its terrestrial existence?
LABORATORY WORK No. 10.
Topic: The study of representatives of the bird class.
Target: find in the external structure of the bird traits of fitness for flight.
Equipment: a living object - a living bird.
Bird class.
Representative: any bird.
Progress
TASKS:
1. Consider the appearance of the bird. Determine what departments the bird's body consists of.
pay attention to characteristics the external structure of the bird:
feather cover, spindle-shaped body, the presence of a tail and feathers.
2. Consider the bird's head. What organs are located on it? What does it matter
moving neck?
3. Consider the forelimbs of the bird? What kind do they have? Which bodies
land vertebrates correspond to the wings of birds? Find departments in the wing,
characteristic of the forelimbs of vertebrates.
4. Consider the legs of the bird. What are they covered with? How many toes are there?
How do they end?
5. Consider the spread wings and tail. Notice the big
flying surface, lightness and strength of these organs. Are the
in appearance, various wing and tail feathers.
6. Pay attention to the tiled arrangement of integumentary feathers.
Compare with the arrangement of scales on the body of a fish. What is the significance of such
feather placement?
7. Is there a difference in the appearance of flight, tail and cover feathers?
What is it connected with?
LABORATORY WORK No. 11.
Topic: The study of representatives of the class mammals.
Target: to reveal the features of the external structure of mammals.
Equipment: living objects - pets: rabbit, cat, dog and others
animals.
Class Mammals.
Representative: domestic rabbit.
Progress
TASKS:
1. Consider the appearance of a mammal. Determine what departments the body consists of
Pay attention to the characteristic features of the external structure of the rabbit:
hairline, elongated body shape, the presence of a tail.
2. Describe the structure and meaning of the hairline ( long hair- spine, short -
undercoat) in connection with their functional significance.
Note when shedding occurs and how the hairline changes with it.
3. Find vibrissae. What are they? Where are they located? What is their
meaning?
What derivatives of the epidermis, besides hair, do mammals have?
What is the meaning of these formations?
4. Indicate the presence of glands on the skin of a mammal and reveal their significance.
5. Consider the head. What sense organs are located on it and what is their
meaning? Find out the role of the sense organs in the orientation of the rabbit.
6. Consider the fore and hind limbs of the rabbit. How are the limbs
relative to the body? What is the significance of such an arrangement in life
Note how the rabbit moves.
LABORATORY WORK No. 12.
Progress
TASKS:
1. Carefully consider the animals offered to you, first unarmed
eye, then with a magnifying glass.
Identify the similarities and differences in the integument of various animals.
Note the features of color, elasticity, mobility of the integument of various
animals.
2. Place an earthworm or gastropod on the glass or paper.
Note the wet trail left by these animals as they move;
mucus-covered skin; clam shell, its strength, external and internal
surface, color.
3. Pick up an insect (better if it is a beetle), examine their covers
with the naked eye and with a magnifying glass.
Note the strength of the chitinous cover; features of the integument of arthropods
compared to worms and molluscs.
4. Consider the body of the fish, covered with scales, the shell of a turtle.
Note the similarity in structure between the fish scale and the tortoise shell;
the presence of annual rings, the density and strength of these covers; differences in integument
bodies of fish and turtles.
LABORATORY WORK No. 13.
Progress
TASKS:
1. Consider the animals in front of you.
Notice how the animals move; what is the nature of their movements.
Identify which devices, organs, body parts are involved in the movement
animal; how the nature of the movement changes when frightened or touched.
habitat.
2. Observe animals by changing environmental conditions.
Determine the nature of the movement of the animal;
The ability to change modes of movement;
The number of ways to move for each object.
LABORATORY WORK No. 14.
Progress
TASKS:
1. Make observations of the animals in front of you.
Note the frequency with which the gill covers open in fish;
How are the movements of the gill covers and the oral opening interrelated;
Are there visible respiratory movements in amphibians (toads, frogs),
reptiles (turtles, lizards), birds and mammals.
2. Make the animals move vigorously for 2-3 minutes. Repeat observations.
Notice if the interval and frequency of the movements associated with breathing have changed;
Has the pattern of breathing changed?
LAB #15
Progress
TASKS:
1. Touch or try to touch the animal. Explain the response
Note how the earthworm reacts to touch;
What is the reaction of the mollusk if you lightly hit its shell with a stick;
What is the behavior of insects and crustaceans when a stick approaches them;
Do fish, amphibians, reptiles allow themselves to be touched;
How animals behave when a clove of garlic or onion is brought close to them.
2. Formulate a conclusion based on the study of animal reactions to stimuli:
Have you observed passive or active reactions, attempts
protection, aggression?
3. What is the significance of these reactions in the life of animals?
LABORATORY WORK No. 16.
Progress
TASKS:
Table
Laboratory work in biology Grade 7
"Animals" (V.V. Latyushin, V.A. Shapkin)
Class: 5
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Introduction
An important role in the study of biology at school is played by laboratory work, which contributes to a better assimilation of knowledge and skills of students, contributes to a deeper and more meaningful study of biology, the formation of practical and research skills, the development of creative thinking, the establishment of links between theoretical knowledge and practical human activity, facilitate understanding actual material.
The educational experiment has a huge potential for the comprehensive development of the personality of students. The experiment includes not only a source of knowledge, but also a way to find it, familiarity with the primary skills of studying natural objects. During the experiment, students get an idea of the scientific method of cognition.
Methodical manual “Laboratory workshop. Biology. Grade 5” is designed to organize the research activities of schoolchildren in biology lessons in the 5th grade. The list of laboratory works presented in the methodological manual corresponds to the content of the textbook "Biology" for the 5th grade of general educational institutions (authors: I.N. Ponomareva, I.V. Nikolaev, O.A. Kornilova), which opens a line of textbooks on biology for basic schools and included in the "Algorithm of Success" system. The textbook does not exactly match the paragraphs to the number of hours allotted for their study. Therefore, fewer paragraphs allow the teacher to use the remaining time for laboratory work.
When conducting laboratory work, health-saving technologies, problem-based learning, and the development of research skills are used. In the course of practical classes, students form such universal learning activities as:
- cognitive - carry out research activities;
- regulatory - compare your actions with the goal and, if necessary, correct errors;
- communicative - listen and hear each other, express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication.
In the development of practical classes, a problematic issue is posed to schoolchildren, the planned results and the necessary equipment are indicated. Each development has instructions for laboratory work. It is important to familiarize students with the requirements for their design before performing laboratory work ( Annex 1), with safety regulations for laboratory work ( application 2), with the rules for drawing natural objects ( appendix 3).
For visual support of practical exercises, an electronic presentation is attached to this methodological manual ( presentation).
Laboratory work No. 1 “Studying the structure of magnifying devices”
Expected results: learn to find parts of a magnifying glass and a microscope and name them; observe the rules of work in the office, handling laboratory equipment; use the text and pictures of the textbook to complete the laboratory work.
Problematic question: how did people learn about the existence of single-celled organisms in nature?
Topic: “Studying the structure of magnifying instruments”.
Purpose: to study the device and learn how to work with magnifying devices.
Equipment: manual magnifier, microscope, watermelon fruit tissues, ready-made micropreparation of camellia leaf.
Progress
Exercise 1
1. Consider a hand magnifier. Find the main parts (Fig. 1). Find out their purpose.
Rice. 1. The structure of a hand magnifier
2. Examine the flesh of a watermelon with the naked eye.
3. Examine the pieces of watermelon pulp under a magnifying glass. What is the structure of watermelon pulp?
Task 2
1. Examine the microscope. Find the main parts (fig. 2). Find out their purpose. Get acquainted with the rules for working with a microscope (p. 18 of the textbook).
Rice. 2. The structure of the microscope
2. Examine the finished micropreparation of a camellia leaf under a microscope. Practice the basic steps of working with a microscope.
3. Make a conclusion about the value of magnifying devices.
Task 3
1. Calculate the total magnification of the microscope. To do this, multiply the numbers indicating the magnification of the eyepiece and objective.
2. Find out how many times the object you are considering can be magnified using a school microscope.
Laboratory work No. 2 “Introduction to plant cells”
Problematic question: “How is the cell of a living organism arranged?”
Instructional card for laboratory work for students
Topic: “Introduction to plant cells”.
Purpose: to study the structure of a plant cell.
Equipment: microscope, pipette, slide and cover slip, tweezers, dissecting needle, part of the bulb, ready micropreparation of camellia leaf.
Progress
Exercise 1
1. Prepare a micropreparation of onion skin (Fig. 3). To prepare a micropreparation, read the instructions on p. 23 textbooks.
Rice. 3. Micropreparation of onion skin
2. Examine the preparation under a microscope. Find individual cells. Examine the cells at low magnification and then at high magnification.
3. Sketch the onion skin cells, marking the main parts of the plant cell in the figure (Fig. 4).
1. Cell wall
2. Cytoplasm
3. Vacuoles
Rice. 4. Onion skin cells
4. Draw a conclusion about the structure of a plant cell. What parts of the cell can you see under a microscope?
Task 2
Compare onion skin cells and camellia leaf cells. Explain the differences in the structure of these cells.
Laboratory work No. 3 “Determination of the composition of seeds”
Expected results: to learn to distinguish the main parts of a plant cell; observe the rules for handling laboratory equipment; use the text and pictures of the textbook to complete the laboratory work.
Problematic question: “How can you find out what substances are part of the cell?”
Instructional card for laboratory work for students
Topic: "Determination of the composition of seeds."
Purpose: to study ways to detect substances in plant seeds, to investigate their chemical composition.
Equipment: a glass of water, pestle, iodine solution, gauze and paper napkins, a piece of dough, sunflower seeds.
Progress
Exercise 1
Find out what organic substances are in plant seeds using the following instructions (Fig. 5):
1. Place a piece of dough on cheesecloth and make a bag (A). Rinse the dough in a glass of water (B).
2. Open the bag of washed dough. Feel the dough. The substance that remains on the gauze is gluten or protein.
3. Add 2-3 drops of iodine solution (B) to the cloudy liquid formed in the glass. The liquid turns blue. This proves the presence of starch in it.
4. Put on paper napkin sunflower seeds and crush them with the pestle (D). What appeared on paper?
Rice. 5. Detection of organic substances in plant seeds
5. Make a conclusion about what organic substances are in the composition of the seeds.
Task 2
Fill in the table “The importance of organic substances in the cell”, using the text “The role of organic substances in the cell” on p. 27 textbooks.
Laboratory work No. 4 “Introduction to the external structure of the plant”
Expected results: to learn to distinguish and name the parts of a flowering plant; draw a diagram of the structure of a flowering plant; observe the rules for handling laboratory equipment; use the text and pictures of the textbook to complete the laboratory work.
Problematic question: “What organs does a flowering plant have?”
Instructional card for laboratory work for students
Topic: "Acquaintance with the external structure of the plant."
Purpose: to study the external structure of a flowering plant.
Equipment: manual magnifying glass, flowering plant herbarium.
Progress
Exercise 1
1. Consider a herbarium specimen of a flowering plant (meadow cornflower). Find the parts of a flowering plant: root, stem, leaves, flowers (Fig. 6).
Rice. 6. The structure of a flowering plant
2. Draw a diagram of the structure of a flowering plant.
3. Make a conclusion about the structure of a flowering plant. What are the parts of a flowering plant?
Task 2
Consider the images of horsetail and potatoes (Fig. 7). What organs do these plants have? Why is horsetail classified as a spore plant and potatoes as seed plants?
Horsetail Potato
Rice. 7. Representatives of different plant groups
Laboratory work No. 5 “Observation of the movement of animals”
Planned results: to learn how to look at unicellular animals under a microscope at low magnification; observe the rules for handling laboratory equipment; use the text and pictures of the textbook to complete the laboratory work.
Problematic question: “What is the importance for animals of their ability to move?”
Instructional card for laboratory work for students
Topic: "Observation of the movement of animals."
Target: learn how animals move.
Equipment: microscope, slides and coverslips, pipette, cotton wool, a glass of water; ciliate culture.
Progress
Exercise 1
1. Prepare a micropreparation with a culture of ciliates (p. 56 of the textbook).
2. Examine the micropreparation under a low magnification microscope. Find ciliates (Fig. 8). Watch their movement. Note the speed and direction of travel.
Rice. 8. Infusoria
Task 2
1. Add a few salt crystals to a drop of water with ciliates. Watch how ciliates behave. Explain the behavior of ciliates.
2. Make a conclusion about the meaning of movement for animals.
Literature
- Aleksashina I.Yu. Natural science with the basics of ecology: 5th grade: pract. work and their implementation: book. for the teacher / I.Yu. Aleksashina, O.I. Lagutenko, N.I. Oreshchenko. – M.: Enlightenment, 2005. – 174 p.: ill. - (Labyrinth).
- Konstantinova I.Yu. Pourochnye developments in biology. Grade 5 - 2nd ed. – M.: VAKO, 2016. – 128 p. - (To help the school teacher).
- Ponomareva I.N. Biology: Grade 5: methodical manual / I.N. Ponomareva, I.V. Nikolaev, O.A. Kornilov. – M.: Ventana-Graf, 2014. – 80 p.
- Ponomareva I.N. Biology: Grade 5: a textbook for students of educational organizations / I.N. Ponomareva, I.V. Nikolaev, O.A. Kornilov; ed. I.N. Ponomareva. – M.: Ventana-Graf, 2013. – 128 p.: ill.
LAB #1
Goals:
Equipment and materials:
Progress:
LAB #1
Topic: Preparation of a temporary micropreparation. The structure of a plant cell.
Goals:
learn how to make a micropreparation on your own;
Learn about the structure of a plant cell using a microscope.
Equipment and materials:microscope, dissecting needle, slide and cover slip, filter paper, water, onion scales (juicy).
Progress:
- Learn the sequence of preparing a temporary micropreparation.
- Take a glass slide and wipe it with gauze.
3. Pipette 1-2 drops of water onto a glass slide.
4. Using a dissecting needle, carefully remove a piece of transparent epidermis from the inner surface of the onion scale. Put it in a drop of water and straighten it with the tip of the needle.
5. Cover the epidermis with a cover slip.
6. With the filter paper on the other hand, pull off the excess solution.
7. Examine the prepared preparation using a microscope, determining the degree of magnification.
8. Draw 7-8 cells of the epidermis of the onion scale. Label the membrane, cytoplasm, nucleus, vacuole.
9 . Write the conclusion, indicating the functions of the organelles that you have depicted in the figure. Answer the question: “In all cells, is the nucleus in the center? Why?".
Class: 7
Practical work No. 1
"Observing the Growth and Development of Animals"
Target: observation of the growth and development of animals on the example of kittens
Equipment: cat with newborn kittens.
Progress
Monitor newborn kittens. Find out on what day after birth their eyes open and how the behavior of kittens changes after that. Watch how the cat's attitude towards kittens changes as they grow. Notice when the kittens become completely independent.
Watch the kittens play. See if the kittens start to play on their own or if the mother prompts them initially. Establish from what age they are chasing a moving object (a piece of paper on a string).
Practical work №2
"Observation of seasonal changes in the life of animals in the NSO"
Target: observation of seasonal changes in the life of animals on the example of birds of the Kupinsky district of the Novosibirsk region.
Equipment: native land birds
Progress
I. Observations of bird life in autumn
Set the exact dates in the fall:
a) the first songs of young males;
b) the appearance of the first flocks of ducks, cranes, geese;
c) the appearance of flocks of rooks, starlings.
Note the composition of the flocks, their numbers, sex ratio, the number of young and old (by plumage); the direction of their movements throughout the autumn.
Record the results of your observations in your notebook.
II. Bird watching in winter
What winter birds do you know?
Learn to recognize the tracks of crows, jackdaws, magpies in the snow, to establish by them what the birds did.
Watch birds in frost, thaw, before snowfall. Connect their behavior with the weather.
Laying out daily food in the feeder near your house (always at certain hours), see how soon the sparrows and tits begin to arrive for feeding at this time, whether they will demand food, whether the whole flock will appear at once or scouts first.
Draw footprints and write down the results of observations in a notebook.
III. Watching the arrival of birds in spring
Set the exact dates in the spring:
a) the appearance of the first rooks, starlings;
b) the flight of the first flocks of ducks, cranes, geese;
c) the first songs of the starling, cuckoo.
Observations on feeding chicks with ornamental birds (parrots, canaries)
Note the date you started incubating the eggs. Watch the birds during the incubation (who incubates the eggs, how the birds eat at this time). Celebrate the day the chicks appear. How has parental behavior changed since then?
Set the frequency of feeding the chicks during the hour. Note the date of departure of the chicks from the nest.
Record the results of your observations in your notebook.
Lab #3
"The study of the external structure of a mammal"
Target: study the features of the external structure of a mammal.
Equipment: domestic animals or stuffed mammals, tables and drawings depicting mammals.
Progress
Consider any land mammal - a dog, a cat, a rabbit, etc. Find out into which departments the body of a mammal can be divided. Remember which vertebrates we have studied have the same parts of the body. How can mammals be distinguished from other animals?
How does a mammal move? Consider limbs. Count the toes on the front and back feet. What formations are there on the fingers?
What organs are located on the head of a mammal? Which of these organs are absent in other vertebrates?
Find out if the hairline is evenly distributed on the body of a mammal. Is the hairline uniform? Where is the hairline missing? What is its main function?
Set the functions specific to each type of hair covering the body of mammals. To do this, use the data below. Record the results in the table.
1. Long, strong, hard guard hairs.
2. Underfur, or undercoat - soft, thick, short hair.
3. Long, large, sensitive hair, at the base of which are nerve fibers that perceive contact with foreign objects.
A. Perform the function of the organs of touch.
B. They retain heat well, since a lot of air is trapped between this type of hair.
B. Protects the skin from damage.
Formulate and write in a notebook a conclusion about the features of the external structure of mammals.
Lab #2
"The study of the internal structure of a mammal"
Target: study the features of the internal structure of a mammal.
Equipment: figures and tables “Type Chordates. Class Mammals. The internal structure of the dog”, “Type Chordates. Class Mammals. Internal structure rabbit", "Type Chordata. Vertebrate circulatory schemes.
Progress
1. Identify the features of the internal structure of a mammal using the example of a dog or a rabbit.
Find the organs of the digestive system of a mammal in the drawings of the textbook, the table; what departments are present, what is their sequence, given that the mammal is a chordate.
2. Find the organs of the respiratory system in the drawings of the textbook and the table. Explain what features of the structure of the lungs contribute to the rapid saturation of blood with oxygen.
3. Find the organs of the circulatory system in the drawings of the textbook and the table. Look carefully at the structure of the heart. How did the appearance of a four-chambered heart affect the metabolism. Using the circulatory scheme, determine in which ventricle the systemic circulation begins, the pulmonary circulation begins. In which parts of the heart does arterial blood flow, and in which venous.
4. Find the organs of the excretory system in the drawings of the textbook and the table. What function do they perform?
5. Fill in the table
6. Draw a conclusion, what complications have occurred in the structure and activity of the systems of internal organs of mammals in comparison with reptiles?
Practical work No. 3
"Observing Animal Behavior"
Target: study the behavior of animals on the example of a cat, dog, etc.
Equipment: Pets
Progress
1. Find out how these animals react to smells and sounds. Fill the table
2. Develop conditioned reflexes in a cat, dog or other: at the time of feeding.
3. Feed the animal 2 times a day at the same time for a week. After this period, do not give food to the animal at the set time. Observe the reaction of the animal and draw conclusions.
4. Write down the results of your observations in your notebook.
Lab #3
"Study of the external structure and diversity of arthropods"
Target: to study the features of the external structure of arthropods using the example of the cockchafer ; get to know the diversity of arthropods.
Equipment: cockchafer, bath, dissecting knife, magnifying glass or drawings of arthropods of different classes, collections of arthropods.
Progress
I. To study the features of the external structure of the type of arthropods using the example of the class of insects, the cockchafer
1. Consider an undivided May beetle, determine its size, body color.
2. On a dissected beetle, find three parts of the body: head, chest, abdomen.
3. Examine the head of the beetle, find the antennae on it - the organs of touch, smell, eyes - the organs of vision and mouth organs.
4. Establish the structural features of the legs of the beetle, determine how many of them, to which part of the body they are attached.
5. On the chest of the beetle, find two pairs of wings: the front pair, or elytra, and the back pair - membranous wings.
6. Examine the abdomen, find notches on it and examine the spiracles with a magnifying glass.
7. Draw a cockchafer
II. Acquaintance with the diversity of arthropods.
1. Make a table "Features of the structure of classes of arthropods."
2. Identify signs of similarities and differences.
Lab #4
"Identification of the features of the external structure of fish in connection with the way of life"
Target: to study the features of the external structure of fish associated with living in the aquatic environment.
Equipment: perch or fish from the aquarium, drawings depicting different types of fish.
Progress
1. Consider a fish swimming in a jar of water or in an aquarium, determine the shape of its body and explain the significance of this body shape in its life.
2. Determine what the body of the fish is covered with, how the scales are located, what significance such an arrangement of scales has for the life of the fish in the water. Use a magnifying glass to examine an individual scale. Sketch. Determine the age of the fish by the scales. How did you do that?
3. Determine the color of the body of the fish on the ventral and dorsal side; if it is different, then explain the differences.
4. Find the parts of the body of the fish: the head, body and tail, establish how they are connected to each other, what is the significance of such a connection in the life of the fish.
5. On the head of the fish, find the nostrils and eyes, determine if the eyes have eyelids, what significance these organs have in the life of the fish.
6. Find paired (pectoral and ventral) fins and unpaired (dorsal, caudal) fins in the fish you are considering. Watch how the fins work as the fish moves.
7. Sketch the appearance of the fish, mark its body parts in the drawing and draw a conclusion about the adaptability of the fish to life in the water. Write the conclusion in a notebook.
Lab #5
"Identification of the features of the external structure of the frog in connection with the lifestyle"
Target: to study the features of the external structure of the frog in connection with the way of life.
Equipment: bath, frog or wet preparation, layout, frog drawings.
Progress
1. Examine the body of the frog, find the parts of the body on it.
2. Examine the integument of the body.
3. Consider the frog's head, pay attention to its shape, size; examine the nostrils; find the eyes and pay attention to the peculiarities of their location, whether the eyes have eyelids, what significance these organs have in the life of the frog.
4. Consider the body of the frog, determine its shape. On the body, find the front and hind limbs, determine their location.
5. Sketch the appearance of a frog, mark its body parts in the drawing and draw a conclusion about the frog's adaptability to life in water and on land. Write the conclusion in a notebook.
Lab #6
"Identification of the features of the external structure of birds in connection with the way of life"
Target: to study the features of the external structure of birds associated with adaptation to flight.
Equipment: a set of feathers, a stuffed bird, a magnifying glass or a live bird, drawings depicting birds.
Progress
1. Examine the stuffed bird and find the parts of the body on it: head, neck, torso, tail.
2. Consider the bird's head, pay attention to its shape, size; find the beak, consisting of the upper beak and mandible; on the beak, examine the nostrils; find the eyes and pay attention to the features of their location.
3. Consider the bird's body, determine its shape. On the body, find the wings and legs, determine their location. Pay attention to the non-feathered part of the leg - the tarsus and toes with claws. What are they covered with? Remember, in which animals studied earlier, you met such a cover.
4. Consider the tail of a bird, consisting of tail feathers, count their number.
5. Consider a set of feathers, find among them a contour feather and its main parts: a narrow dense trunk, its base is a quill, fans located on both sides of the trunk. Using a magnifying glass, examine the fan and find the barbs of the 1st order - these are horny plates extending from the trunk.
6. Sketch the structure of the contour pen in a notebook and sign the names of its main parts.
7. Examine the downy feather, find a hole and a fan in it, draw this feather in a notebook and sign the names of its main parts.
8. Based on the study of the external structure of the bird, note the features associated with flight. Make an entry in your notebook.
Practical work No. 4
"Determination of belonging of animals to a certain systematic group"
Target: learn to determine the belonging of animals living in the NSO to a certain systematic group using the example of invertebrates.
Equipment: cards for identifying invertebrates.
Progress
1. Using the identification table of insect orders, determine which order the insects offered to you belong to, and enter the name of the order in the table.
Key to insect orders
1) One pair of wings. The back is modified into a haltere detachment Diptera
– Two pairs of wings………………………………………………………………………………2
2) The wings of both pairs are membranous…………………………………………………………..3
– The anterior and posterior pairs of wings differ from each other in structure…………………7
3) Transparent wings…………………………………………………………………………... 4
– Wings are opaque, densely covered with scales; mouth organs in the form of a spiral
twisting proboscis……………………………… order Lepidoptera (butterflies)
4) Fore and hind wings approximately the same length…………………………5
– Front and rear fenders of various lengths…………………………………………………6
5) The wings are rich in venation; head with large eyes and short antennae;
gnawing mouth apparatus; elongated thin abdomen (its length exceeds the width
5-10 times) ………………………………………………………. dragonfly squad
– The branches of the veins at the edge of the wings are clearly bifurcated; antennae located between the eyes
………………………………………………………detachment Reticoptera
6) The rear pair of wings is linked to the front and smaller than it, the wings are at rest
fold along the body, often have a sting………………… Order Hymenoptera
- The hind pair of wings is often much shorter than the front; body elongated with soft covers;
oral organs are reduced; abdomen, except for a pair of long multi-segmented churches,
often has an unpaired caudal appendage similar to them; in adulthood
lives from several hours to several days……………………………… mayfly squad
7) The front pair of wings turned into opaque hard elytra, devoid of
clear venation; at rest, the elytra fold to form a longitudinal suture
……………………………………………………………..detachment Coleoptera (beetles)
– Front pair of wings of a different structure…………………………………………………………8
8) The front pair of wings is turned into half-elytra with a membranous apical part
and more dense leathery rest; at rest the wings are folded flat on the back
…………………………………………………..squad Hemiptera (bugs)
- The wings are subdivided into denser leathery elytra and a wide,
fan-folding back pair …………………… …. detachment Orthoptera
2. Compare insects with each other according to the characteristics indicated in the table.
Signs for comparison |
Squad name |
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Antenna type |
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Type of oral apparatus |
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Number of wings |
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Features of the structure of the wings |
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limb type |
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Features of the structure of the head |
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Features of the structure of the chest |
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Features of the structure of the abdomen |
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3. Identify signs of similarity in the external structure of insects.
Cards for practical work No. 4
Using the identification table of insect orders, determine which order the insects offered to you belong to, and enter the name of the order in the table.
Card #0
Card #1
Card #2
Insects of the order ________________________________?
Card #3
Insects of the order ________________________________?
Card number 4
Insects of the order ________________________________?
Card number 5
Insects of the order ________________________________?
Card #6
Insects of the order ________________________________?
Card number 7
Insects of the order ________________________________?
Card number 8
Insects of the order ________________________________?
Card number 9
Insects of the order ________________________________?
Lab #7
"Identification of adaptations in animals to the environment of NSO"
Target: to study the features of adaptations in NSO animals to the environment.
Equipment: drawings of animals from different habitats.
Progress
1. Determine the habitat of the animals offered to you in the drawings.
2. Identify features of adaptability to the environment.
3. Fill in the table
4. Make a conclusion about the possible adaptations of animals to environmental conditions.
Lab #8
"Pet Recognition"
Target: learn to recognize pets, to identify their significance for humans.
Equipment: drawings of domestic and wild animals.
Progress
From the list (1-15), select the numbers of those drawings that depict pets. Fill the table.
Lab #9
"Recognition of animals of different types"
Target: learn to recognize multicellular animals different types by external structure.
Equipment: drawings of animals.
Progress
1. Consider the drawings of representatives of multicellular animals, determine their name and belonging to the type. Fill the table.
2. Classify one of the representatives.
View - domestic dog
Genus -
Family -
Squad -
Class -
Type -
Kingdom -
Lab #10
"Recognition of organs and organ systems in animals"
Target: learn to recognize organ systems, their constituent organs in animals.
Equipment: drawings of animal organ systems.
Progress
1. Look at the pictures, determine under what number a certain system is shown, enter it in the table.
| № | Name of systems | The organs that make them up | Functions |
| Musculoskeletal circulatory Respiratory excretory Sexual nervous Endocrine |
A - heart and blood vessels B - Ovaries and testes B - Skeleton and muscles G - Stomach, intestines, ... D - Kidneys, bladder, … E - Glands that secrete hormones F - Tracheas, gills, lungs, ... H - Brain and spinal cord, nerves |
1 - Entry of oxygen into the body, removal of carbon dioxide. 2 - Support, protection of internal organs, movement. 3 - Removal of liquid metabolic products. 4 - Reproduction 5 - Transport of substances in the body. 6 - Digestion of food and absorption of nutrients into the blood 7 - Coordination and regulation of the body's activities. |
2. Find a match: the name of the systems - the organs that make up them - and their functions.
Musculoskeletal system –
Circulatory system -
Respiratory system –
excretory system -
reproductive system -
Nervous system –
Endocrine system -
