Ready laboratory work in biology 8. Practical and laboratory work in biology (grade 8). chest circumference
Amankaragai secondary school named after N. Ostrovsky
Laboratory work in biology
8th grade
(deep study)
A guide for teachers and students
Compiled by Mazhara E.G.,
biology teacher
Amankaragai
Laboratory work number 1.
Subject: Carrying out anthropological measurements: height, weight, establishing correlations between the sizes of individual parts of the body.
Purpose: to establish the relationship of changes in indicators of physical development
person with age.
Equipment: centimeter tape, stadiometer.
Progress.
1. Height measurement
Height is measured using a stadiometer. The subject must stand up.
on the platform of the stadiometer, touching the vertical stand with the heels, buttocks,
interscapular region and occiput. Experimenter measures height
subject and write down the result.
2. Measurement circles chest cells
Experimenter using measuring tape measures chest circumference
cells. To do this, the subject raises his hands, the experimenter imposes
tape so that it runs along the lower corners of the shoulder blades. The front tape should
pass along the mid-sternal point and fit snugly to the body. Then
the subject lowers his hands. Chest circumference is measured in three phases: during
normal calm breathing (in a pause), with maximum inspiration and maximum
exhale. Define a tour chest- the difference between the values
chest circumference on exhalation and inhalation. Record the result.
3. Determination of body weight
The measurement is carried out using medical scales.
4. The results obtained are drawn up in the following form:
Observation progress:
test subject
Height
chest circumference
Body mass
5. Make a conclusion about the change in indicators of physical development
person with age.
Laboratory work number 2.
Topic: The study of the structure of cells and tissues of the human body under a microscope.
Purpose: to study the structure of cells and tissues of the human body under a microscope.
Equipment: table "Structure of cells and organelles", textbook.
Progress.
1
. Consider the drawing. Fill in the corresponding rows of the table "Cage":
The name of the components and organelles of the cell
Structure
2. Fill in the table:
Structural system of the nucleus
structures
Structure
3. Compare diagrams of the distribution of elements in the earth's crust and their content in living organisms. Why are the most common elements in nature, except for oxygen, in living organisms are presented in very small quantities (less than 0.1%)?
R
Distribution of elements in the earth's crust (A) and in living organisms (B)
4. Make a conclusion about the structure of the cell of the human body.
Laboratory work number 3.
Subject: The study of the knee jerk and the observation of the knee jerk during the experiment.
Target: observation of the occurrence of a knee jerk under mechanical action.
Equipment: hammer from a children's designer.
Progress:
conduct an experiment: the first student, the subject, in a sitting position on a chair, puts his right foot on his left. The second student, the experimenter, inflicts a light blow with a hammer on the tendon of the muscle of the right leg (knee joint). The experiment is repeated with the left leg.
Compare the reflex response to mechanical action.
Make a conclusion.
Laboratory work number 4.
Topic: Physiological tests illustrating the work of the cerebellum.
Target: introduce students to the functions of the cerebellum.
Equipment:
Progress:
1. Finger-nose test
The subject closes his eyes, stretches his right hand forward with a straightened index finger, the remaining fingers are clenched into a fist. After that, touch your nose with the tip of your index finger.
Evaluation of results
Normally, a healthy person performs this task. If the function of the cerebellum is impaired, this task is feasible only if the hand is lowered down.
2. Braking of movements arising due to inertia
The work is done in pairs. The subject bends his arm at the elbow. The experimenter grabs his forearm near the hand and invites the subject to pull his hand towards himself, overcoming the resistance. Then, unexpectedly for the subject, the experimenter releases his hand. The subject's hand makes a short jerk and stops.
What function of the cerebellum did you determine using a finger-nose test?
What function of the cerebellum did you determine with the help of inhibition of movements that arose due to inertia?
Why, when an intoxicated person tries to take one step, he often takes several steps in the same direction by inertia?
Lab #5
Topic: Unconditioned reflexes of the medulla oblongata, midbrain and diencephalon.
Target: get acquainted with the unconditioned reflexes of the medulla oblongata, midbrain and diencephalon.
Equipment: table "The structure of the brain."
Progress
1. Medulla oblongata
With the handle of a spoon, the experimenter touches the back surface of the tongue. Involuntarily there is a swallowing reflex.
The subject makes several swallowing movements in a row. When there is no saliva left in his mouth, the swallowing reflex will not appear.
The subject takes 2-3 quick and deep breaths and exhalations. After that, his breathing stops for a while.
.
What functions of the medulla oblongata were revealed in these experiments?
What other functions of this part of the brain are familiar to you?
2. Midbrain
The experimenter offers the subjects tasks (for example, read a short text). As soon as all the subjects began to read, he suddenly and quite forcefully taps on the table with a pencil. At this point, most subjects will stop reading and involuntarily turn their head towards the source of the sound (orienting reflex).
The subject looks at a lit lamp. One light source is visible. Now he gently presses down on one of the eyeballs and looks back at the light source. The object begins to double, two light bulbs are visible. This happened because it was broken correct installation eye, controlled by the midbrain.
The subject closes his eyes, stretches his right hand forward with the index finger extended, the remaining fingers are clenched into a fist. After that, touch your nose with the tip of your index finger.
Answer the following questions.
What functions of the midbrain have been established with the help of these experiments?
You must have noticed that in public places doors most often open outward - what function of the midbrain is this associated with?
3. Diencephalon
The experimenter invites the subjects to mind their own business. And then suddenly gives a loud command: "Freeze!". The subjects freeze in different positions (late diencephalon reflex).
4. Draw conclusions by answering the following questions:
What are the reflexes whose centers are located in the diencephalon, hypothalamus?
What are the functions of the hypothalamus in the diencephalon?
Laboratory work number 6.
Subject:Determination of visual acuity.
Target: determine visual acuity with the help of experiments.
Equipment: frames measuring 15x20 cm with well-stretched gauze, a set of objects of different colors.
Progress:
Break up in pairs. One student places a frame with stretched gauze in front of his eyes at a distance of 29 cm, behind which, at a distance of 50 cm, another student places a page of the textbook. The first student, on command, fixes his gaze first on the gauze threads, then on the text. The experience is repeated several times. As a result, students are convinced that it is impossible to see letters and a gauze pattern at the same time.
One student sits on a chair and looks straight ahead. Another student alternately demonstrates a set of objects painted in different colors. The subject is shown in motion and for a short time. Each demonstration should be accompanied by questions: What item was shown? What colour?
Draw your own conclusions.
Laboratory work number 7.
Subject:Determination of hearing acuity.
Target: determine hearing acuity empirically.
Equipment: table "Structure of the organs of hearing", centimeter tape.
Progress:
Consider the figure and table “The structure of the hearing organs.
Break up in pairs. One student at a distance of 10 cm reads the text from the textbook in a low voice, then the distance increases and the distance at which the student stops hearing is recorded in the notebook. Then they change places.
the teacher turns on the music player and changes the volume of the sound. The pitch of the perceived sound is determined.
Draw your own conclusions.
Laboratory work number 8.
Subject: Study of the properties of decalcified and calcined bones.
Target: to determine the difference between decalcified and calcined bones.
Progress:
Try bending and then stretching the animal's natural bone. Did she bend over? Were you able to stretch it?
What happens when you try to bend a calcined bone? What properties does it have?
Is it possible to stretch a bone in hydrochloric acid? What properties does this bone have?
Conclusion: What is the difference between decalcified and calcined bones?
Laboratory work number 9.
Subject:Providing first aid for sprains, dislocations and fractures of bones.
Target: learn how to provide first aid for injuries.
Equipment: tires, bandage, gauze napkins, scarf.
Progress:
Learn how to put on a pressure bandage. When is it applied?
Provide first aid for a fracture of the forearm, shoulder, lower leg, thigh.
The victim has a fracture of the bones of the skull, another spine, chest. Provide first aid.
Make a conclusion.
Laboratory work number 10.
Topic: Determination of the location of bones and muscles during external examination.
Target: locate bones and muscles.
Equipment: tables, figures.
Progress:
1. Consider the diagrams of the skeletal and muscular systems.
2. Fill in the table
3. Draw conclusions by answering the following questions.
What provides a certain body shape?
How are muscles fixed?
Why is it possible for individual parts of the body to move relative to each other?
What muscles flex and extend the human hand?
Where are the muscles that flex the fingers located?
What muscle lifts the heel?
What movement is involved in the deltoid muscle?
What muscles flex and extend the leg at the knee joint?
What muscles allow you to maintain a vertical position of the body?
Laboratory work number 11.
Subject:Anthropometric method for determining the level of growth and development of the organism
Target: learn to measure and evaluate indicators of physical development.
Equipment: stadiometer, floor scales, centimeter tape.
Progress:
1. Height measurement
Height is measured using a stadiometer. The subject must stand on the platform of the stadiometer, touching the vertical stand with the heels, buttocks, interscapular region and the back of the head. The experimenter measures the growth of the subject and records the result.
2. Measurement circles chest cells
The experimenter uses a measuring tape to measure the circumference of the chest. To do this, the subject raises his hands, the experimenter applies the tape so that it passes along the lower corners of the shoulder blades. In front, the tape should pass along the mid-sternal point and fit snugly to the body. Then the subject lowers his hands. The circumference of the chest is measured in three phases: during normal calm breathing (in a pause), with maximum inhalation and maximum exhalation.
Determine the excursion of the chest - the difference between the values of the circumference of the chest on exhalation and inhalation. Record the result.
3. Determination of body weight
The measurement is carried out using medical scales.
Note: The study should be conducted on at least 5 subjects of different ages (preschooler, schoolchild, adult).
The results obtained are presented in the following form:
test subject
chest circumference
Body mass
4. Draw a conclusion about the change in indicators of physical development of a person with age.
Laboratory work number 12.
Topic: Microscopic structure of human and frog blood.
Target: compare the structure of human and frog blood cells.
Equipment: microscope, frog and human blood microslides.
Progress:
Examine a sample of human blood under a microscope. Find red blood cells and draw them.
Consider a micropreparation of frog blood. Sketch the red blood cells of a frog.
Find the differences between human and frog erythrocytes.
Answer the question: Whose blood carries more oxygen - the blood of a person or a frog. Why?
Make a conclusion about the difference in the structure of human and frog blood, using the data in the table:
Laboratory work number 13.
Subject:Immunity. AIDS prevention.
Target: learn to distinguish between types of immunity.
Equipment: textbook, drawings.
Progress:
1. Answer the following questions in writing:
What is immunity, what are the types of immunity?
Which cells in the body are responsible for immune responses?
How is immunity different in children?
What is immunization and why is it carried out?
2.Fill in the table:
Types of immunity
Congenital
Acquired
Action
Ways of formation
3. Make a conclusion.
Laboratory work No. 14.
Subject: External and internal structure of the heart.
Target: to study the features of the external and internal structure hearts.
Equipment: table, drawings.
Progress.
Look at the picture and answer the question: Where is the heart located?
What is the structure of the circulatory system?
2. Look at the drawing. Sketch the internal structure of the heart (Fig. 80)
and label the structural components:
3. Draw a conclusion, answering the question: What devices in the structure of the heart ensure the movement of blood in one direction?
Lab #15
Subject: Self-observation. functional tests.
Target: get acquainted with functional tests that allow you to find out the degree of fitness of your heart.
Equipment: stopwatch.
Progress:
1. Measure your resting heart rate. To do this, take 3-4 measurements for
10 s and multiply the average value by 6.
2. Do 20 squats at a fast pace, sit down and immediately measure your heart rate for 10 seconds.
3. Repeat measurements every 20 seconds. Determine the heart rate for 10 s. (For measurements, 20 s is counted from the end of the previous measurement.)
4. Present your results in the form of a table below. It contains approximate values that may not match yours.
Heart rate at rest
Dynamics of heart rate recovery in seconds after work (20 squats)
10 s average
13
11
12
12
(13+11+12+12):4=12
5. Draw a conclusion.
Note: The results are good if the heart rate after squats increased by 1/3 or less of the resting results; if half - the results are average, and if more than half - the results are unsatisfactory.
Evaluation of results
The pulse rate at the age of 15-20 years is normally 60-90 beats per minute. In the supine position, the pulse is on average 10 beats per minute less than in the standing position. In women, the pulse is 7-10 beats per minute more often than in men of the same age. The pulse rate during work in the range of 100 - 130 beats per minute indicates a low intensity of the load. The frequency of 130 - 150 beats per minute characterizes the load of medium intensity. Frequency 150 - 170 beats per minute - the load is above average intensity. The frequency of 170 - 200 beats per minute is characteristic of the maximum load.
Lab #16
Subject: Measurement of blood pressure before and after dosed exercise.
Target: learn how to measure blood pressure.
Equipment: tonometer.
Progress:
1. Measure your blood pressure with a blood pressure monitor. Compare the data obtained in the experiment with the average table data on blood pressure for your age. Make a conclusion.
2. Calculate the values of pulse (PP), mean arterial (APm) and intrinsic arterial pressure (APsyst and APdiast). It is known that a normal pulse pressure in a healthy person is approximately 45 mm Hg. Art.
Arterial (BP):
ADsyst. = 1.7 x age + 83
ADdiast. = 1.6 x age + 42
Pulse (PD):
PD = ADsist. - ADdiast.
Mean arterial (APav):
Addr. \u003d (BP system - AD diast.) / 3 + AD diast.
Evaluation of results
Compare the calculated data obtained in the experiment with the data presented in the table.
3. Make a conclusion, p by answering the questions:
What is the danger to a person is constantly high pressure?
In what vessels of our body is the lowest pressure and why?
Exercise:
For the first time, the human heart was revived 20 hours after the death of a patient in 1902 by the Russian scientist Alexei Alexandrovich Kulyabko (1866-1930). The scientist sent a nutrient solution enriched with oxygen and containing adrenaline into the heart through the aorta.
Could the solution enter the left ventricle?
2) Where could he penetrate if it is known that the entrance to the coronary artery is located in the wall of the aorta and is covered by semilunar valves during the ejection of blood?
3) Why besides nutrients and oxygen was adrenaline included in the solution?
4) What feature of the heart muscle made it possible to revive the heart outside the body?
Lab #17
Subject:Providing first aid for bleeding.
Target: learn to recognize types of bleeding, provide first aid for damage to blood vessels.
Equipment: bandage, tourniquet, napkins.
Progress:
1. The victim has severe bleeding from a wound on his right forearm, the blood is coming in jerks,
the color of blood is scarlet. Give first aid and explain what kind of bleeding it is.
2. The victim has a skull injury: his forehead is cut, bleeding is profuse, the bone is not damaged. Provide first aid. Explain.
3. The victim has an abrasion on his knee, the bleeding is weak, the wound is dirty. Provide first aid. Explain.
4. Draw a conclusion.
Lab #18
Subject:Methods for measuring the frequency and depth of respiratory movements.
Target: establish the effect of holding the breath on the respiratory rate.
Equipment: stopwatch (watch with a second hand).
Progress:
1. Determine the time to hold your breath while inhaling in a sitting position. The subject breathes calmly for 3-4 minutes in a sitting position, and then, on command, after a normal exhalation, takes a deep breath and holds his breath as long as he can, while holding his nose. The experimenter, using a stopwatch, determines the time from the moment of holding the breath to the moment of its resumption. The result is fixed.
2. Do 20 squats in 30 seconds and again determine the breath holding time on inspiration.
3. Rest exactly 1 minute and repeat step 1.
Evaluation of results
5. Draw a conclusion.
Lab #19
Topic: Study of the action of saliva enzymes on starch.
Target: make sure that there are enzymes in saliva that can break down starch.
Equipment: a piece of starched dry bandage the size of a palm, a Petri dish or a saucer with a weak solution of iodine, cotton swabs.
Progress:
1. Moisten a Q-tip with saliva and write a letter in the middle of a piece of starched bandage.
2. Hold the gauze between your palms for 2-3 minutes, and then lower it into the iodine solution.
3. Watch how the piece of gauze stains.
4. Draw a conclusion about what happened and why.
Laboratory work number 20.
Topic: Compiling a diet for a teenager.
Target: learn how to make a daily diet for teenagers.
Equipment: chemical composition tables food products and calorie content, daily energy needs of children and adolescents of different ages, daily norms of proteins, fats and carbohydrates in the food of children and adolescents.
Progress:
When compiling a human diet, the following rules should be followed:
– the calorie content of the diet should correspond to the daily energy consumption;
- it is necessary to take into account the optimal amount of proteins, fats and carbohydrates for persons engaged in these types of labor (and for children - age);
- the best diet involves four meals a day (first breakfast should be 10-15%, second breakfast - 15-35%, lunch - 40 - 50% and dinner 15-20% of the total calories);
- Protein-rich foods (meat, fish, eggs) are more rational to use for breakfast and lunch. For dinner, you should leave dairy and vegetable dishes;
- in the diet, about 30% should be proteins and fats of animal origin.
With a mixed diet, a person digests an average of about 90% of food.
1. Make a daily diet for a teenager 15-16 years old
2. Enter the result of the calculations in the table.
3. Draw conclusions:- on the calorie content of the diet, on the optimality of the diet, on the fulfillment of daily norms in the consumption of nutrients.
The composition of the daily diet
Diet
Name of the dish
Products necessary for its preparation
Weight, g
Calorie content, kcal.
Squirrels,
Fats
Carbohydrates
1st breakfast
2nd breakfast
Dinner
Dinner
General conclusions:
The calorie content of the diet should correspond to the daily energy consumption.
When choosing the optimal diet, it is important to take into account not only the calorie content, but also the chemical components of food.
It is necessary to take into account the ratio of proteins, fats and carbohydrates in the diet, their characteristics in food products of various origins.
Calculation of energy costs and determination of the calorie content of the diet.
Calculations can be carried out after performing any physical activity. The formula allows you to set the energy consumption committed by a person in 1 minute, according to the heart rate (HR). The formula for calculating the energy consumption of a person in 1 min for any physical activity
Q = 2.09(0.2 x HR–11.3) kJ/min
Example . Let's say you skied for 30 minutes, your heart rate reached 120 beats per minute. Let's calculate the energy consumption for 1 minute:
Q \u003d 2.09 (0.2 x 120 - 11.3) \u003d 2.09 (24 - 11.3) \u003d 26.5 kJ / min.
Answer : 795 kJ was consumed in 30 minutes.
Calculate the energy expenditure of a person who swam in the pool for 15 minutes, after which the heart rate reached 130 beats per minute.
Based on the result, draw a conclusion about the dependence of the amount of energy expended on the heart rate.
The composition of food products and their calorie content
The product's name
Squirrels
Fats
Carbohydrates
Calories per 100g. product, kcal.
in percentages
Buckwheat
12,5
67,4
351,5
Semolina
11,2
73,3
354,6
Rice
75,8
352,0
Pasta
11,0
74,2
358,4
Beans
23,2
53,8
355,7
Rye bread
42,9
222,6
wheat bread
47,0
234,6
Potato
20,0
90,2
Carrot
41,0
Beet
10,4
48,6
fresh cabbage
29,1
Sauerkraut
12,6
Green onion
23,3
watermelons
39,37
melons
11,3
49,8
fresh cucumbers
13,8
Pickles
6,92
Tomatoes
19,5
oranges
41,05
Grape
16,2
69,4
Lemons
10,3
44,6
tangerines
10,0
44,6
Apples
11,2
47,9
Rafinated sugar
99,9
41,7
Chocolate
37,2
53,2
59,7
Cocoa
23,6
20,2
40,2
450,3
Sunflower oil
99,8
930,3
Butter
83,5
782,3
Kefir
64,4
Sour cream
30,0
302,1
Curd
12,5
16,0
15,0
262,05
Fat cottage cheese
15,0
18,0
233,4
Creamy ice cream
10,0
17,0
179,4
Cheese
22,5
25,0
339,8
beef meat
20,0
10,7
181,8
lamb meat
19,0
132,9
Meat, lean pork
23,5
10,0
189,7
Goose
16,5
29,0
338,1
Chicken
20,0
128,6
Amateur sausage
13,7
27,9
316,2
sausages
12,4
19,4
233,4
Eggs
12,5
12,0
165,1
Salo
91,0
856,3
Bream
16,8
139,8
Zander
19,0
85,4
Cod
17,6
75,8
Red caviar
31,6
13,8
258,4
Herring
19,7
24,5
12,4
308,8
Eggplant caviar
13,0
158,9
Daily norms of proteins, fats and carbohydrates in the food of children and adolescents
Age, years
Proteins, g
Fats, g
Carbohydrates, g
50-60
60-70
150-200
65-70
75-80
250-300
8-11
75-95
80-95
350-400
12-14
90-110
90-110
400-500
15-16
100-120
90-110
450-500
Daily energy requirement of children and adolescents of different ages (kcal)
Age, years
Total based on average body weight
1603 – 1804
1804 – 2305
8-11
2355 – 2906
12-14
2806 –3307
15-16
3207 - 3508
Lab #21
Subject:External and internal structure of the kidney
Target: to study the features of the external and internal structure of the human kidney.
Equipment: textbook, table “Structure of excretory organs, micropreparation, microscope.
Progress:
Examine a micropreparation of a kidney under a microscope.
Fill in the tables using the textbook material:
excretory system.
Organs
Structure
Functions
Ureters
Bladder
Urethra
Stages of urination
Where is happening
Components
Filtration
Reabsorption
Secretion
Make a conclusion.
Lab #22
Subject:Examination of the dorsal and palmar surfaces of the hand.
Target: compare the structure of the dorsal and palmar sides of the hand.
Equipment: drawings.
Progress:
Examine the back and palmar side of the hand.
Compare the skin on the dorsal and palmar sides.
Consider the location of the skin folds, drawings.
Make a conclusion about the features of the dorsal and palmar sides of the hand.
MBOU Torbeevskaya school
LABORATORY WORKS
BIOLOGY
8TH GRADE
(In the 8th grade, 19 laboratory works are carried out)
Compiled by: Popova Marina Romanovna
2012-2016
On the topic "General overview of the human body"
laboratory work No. 1 "Structure of an animal cell"
laboratory work No. 2 "Fabrics"
on the topic "Coordination and regulation"
laboratory work No. 1 "Unconditioned human reflex"
laboratory work No. 2 "Scope of attention"
laboratory work No. 3 Memory capacity during mechanical memorization "
on the topic "Support and movement"
laboratory work No. 1 “Properties of decalcified and calcined bones. Chemical composition bones. Microscopic examination of bone tissue»
laboratory work No. 2 “Determining the location of individual bones and muscles during an external examination. Determination of the functions of bones, muscles, joints "
laboratory work No. 3 "Identification of postural disorders and maintaining correct posture in a sitting and standing position"
laboratory work No. 4 "Identification of the flexibility of the spine"
on the topic "The internal environment of the body"
laboratory work No. 1 "Microscopic structure of human and frog blood"
on the topic "Transport of substances"
laboratory work No. 1 "Counting the pulse in different conditions"
laboratory work No. 2 "Techniques for stopping bleeding"
on the topic "Breath"
laboratory work No. 1 "Comparison of the respiratory organs of humans and large mammals"
on the topic "Digestion"
laboratory work No. 1 "Qualitative reactions to carbohydrates"
laboratory work No. 2 "Structure oral cavity. Teeth. Salivary glands"
laboratory work No. 3 "The action of saliva on starch"
laboratory work No. 4 "The action of antibiotics on the enzyme of saliva"
laboratory work No. 5 "Color reactions for protein"
laboratory work No. 6 "Digestion in the stomach"
Laboratory work No. 1 on the topic:
"The structure of the animal cell".
The purpose of the work: to study the structure of an animal cell under a light microscope.
Equipment: microscopes, prepared micropreparations of epithelial, connective, nervous and muscular tissues.
instruction card
Examine the issued finished preparations under a light microscope at a magnification of 300 times;). Find a clearly visible cell and sketch it; label the main parts of the cell in the figure.
Draw conclusions by answering questions.
Are there similarities in the structure of these cells? Which?
What do these facts say?
Have you noted the features of cell differences? In what way do they appear? What are the reasons for their occurrence?
Laboratory work No. 2 on the topic: "Fabrics"
The purpose of the work: to get acquainted with the structure of epithelial and connective tissues.
Equipment: microscopes, prepared micropreparations
instruction card
consider in turn two tissue preparations issued by the teacher;
study, compare their structure and sketch;
describe the structural features of each tissue, indicate what functions they perform; fill in the table "Types and types of fabrics"
№ p / p Type of fabrics Characteristic
peculiarities
tissues Types of tissues Where they are found in the body What role do they play
1 Epithelial Cells closely adjacent to each other; arranged in one or more rows; the intercellular substance is poorly developed; in case of damage, the cells are quickly mixed with new 1) integumentary epithelium Forms superficial layers of the skin; lines the membranes of the internal organs Wired function; metabolism
2) glandular
epithelium Forms glands of external and internal secretion Forms secrets: sweat, saliva, milk, hormones
2 Connective Has a well-developed intercellular substance 1) loose fibrous Fills the gaps between organs; surrounds vessels, nerves, muscle bundles Functions:
support;
wired
2) adipose Forms a layer of adipose tissue under the skin Functions:
supporting, wired, heat-insulating. energy function
3) bone
4) cartilage Forms the human skeleton Functions: supporting and sewn
5) blood Moves through the organs of the circulatory system Functions: nourishing. transport, protective
3 Muscular Formed by small spindle-shaped unipolar cells 1) smooth In the walls of internal organons; in the walls of blood and lymphatic vessels; in the walls of the ducts of the glands
fluids within organs
Formed by multi-core
cells 2) striated Forms skeletal muscles Leads to
movement
skeleton
Formed by elongated cells with one, less often two nuclei 3) cardiac Forms the heart muscle Provides contraction
hearts
4 Nervous Formed by neurons and neuroglia; neuron \u003d body + processes Forms the nervous system Provides excitability and conductivity of nerve impulses
Draw conclusions about how the structural features of tissues are related to the functions performed.
Laboratory work No. 3 on the topic:
"Unconditioned human reflex"
Purpose of the work: to show the features of the spinal cord reflexes, their innate, anatomically fixed connection between a certain receptor and executive body; experience to see the unconditioned reflex and learn to draw its arc.
instruction card
Remember what unconditioned and conditioned reflexes are. Give examples.
The teacher informs the students about the nature of the knee jerk.
Under the kneecap is the tendon of the quadriceps femoris. (The subject should sit on a chair, fold his hands into the lock and squeeze them. Cross his legs) If the experimenter lightly hits the tendon of the quadriceps femoris muscle with the edge of his palm, the subject's leg will jump. This is the knee jerk.
When struck, the tendon flexes and pulls the muscle along with it. The muscle is stretched, which causes irritation of the perceiving nerve endings. The resulting flow of impulses through centripetal neurons reaches the spinal cord, and from there through centrifugal neurons returns to the muscle, causing its contraction.
Students working in pairs demonstrate the nature of the knee jerk on each other.
Students draw the reflex arc of the knee jerk, marking its parts with color and numbers.
Reflex arc diagram:
Receptors (ends of a sensitive, or centripetal neuron);
- the body of a sensitive, or centripetal neuron;
- intercalary, or intermediate neuron;
- the body of a motor, or centrifugal neuron;
- the end of a motor, or centripetal, neuron in a muscle.
Laboratory work No. 4 on the topic: "Scope of attention"
The purpose of the work: to determine the amount of attention of the student.
Equipment: a watch with a second hand, a table of numbers, a pencil.
instruction card
Prepare a table of numbers for each student. For this sheet of paper, draw it into 36 squares and write down the numbers from 101 to 136 in each of them in an arbitrary sequence.
Students working in pairs exchange prepared tables.
For each student, for a while, find the numbers in ascending order - 101, 102, 103, etc. Cross out each number with a pencil. Work begins at the command of the student acting as the experimenter.
Determine the amount of attention by the formula: B \u003d 648: t, where B is the amount of attention, t is the time for which the numbers were found in ascending order from 101 to 136.
Compare the received data with the table "Indicator of attention":
No. Attention span indicator Indicator score
1 Over 6 High score
2 4 - 6 Average
3 Less than 4 Poor
6) Draw conclusions.
Laboratory work No. 5 on the topic:
"Memory size"
Purpose of the work: to determine the possibility of memory at in a different way memorization.
Equipment: prepared rows of words, clock.
List of words for logical memorization: sleep, exercise, washing, breakfast, road, school, call, lesson, deuce, change. List of words for mechanical memorization: apartment, tree, star, sail, kerosene, bomb, elephant, angle, water, plume.
instruction card
The experimenter reads out a series of words from a logical series. After 1 minute, the subjects are asked to write them down.
After 3-4 minutes, the experimenter reads out a series of words of the mechanical series. Subjects write them down after 1 minute.
3) Count the number and order of the written words and explain the difference in the first and second cases.
memorization
Types of memorization Number of words in the text Reproduced
Logic Mechanical
Laboratory work No. 6 on the topic:
“Properties of decalcified and calcined bones. The chemical composition of the bone. Microscopic examination of bone tissue»
The purpose of the work: to make sure that the bone contains mineral and organic substances; familiarize yourself with the characteristics of bone tissue.
Equipment: fresh natural (with periosteum), burnt and decalcified bones of mammals, cuts of bones of a large mammal (vertebrae, shoulder blades, tubular bones of a limb): gill covers of fish, a set for microcopying, a microscope.
instruction card
Examination of the structure of fresh bone on a natural object. Finding protrusions, ridges, grooves on it, which serve to attach ligaments, tendons, muscles.
Attempt to break or stretch fresh bone.
Finding the periosteum on the surface of the bone. It is associated with the growth of the bone in thickness, since the cells of the inner surface of the periosteum divide and form new layers of bone cells on the surface of the bone, and around these cells there is an intercellular substance.
4) Examination of the bone on the cut. Finding, dense and
spongy substance.
5) Consideration of decalcified bone, which, together with inorganic substances, lost its hardness and became soft, and calcined bone, which became brittle along with the loss of organic substances.
Note. Calcination of bones is carried out under draft in a chemical cabinet or on outdoors. In order for the calcined bone to retain its shape, it must be handled with care.
For decalcification, well-boiled and dried bones are taken and placed in a solution of 10% hydrochloric acid for several days until they become soft. After removing from the solution, the bones are thoroughly washed with water.
The conclusion is that inorganic substances give the bones hardness, and organic - elasticity and elasticity.
Preparing a micropreparation from the gill cover of a fish and examining it under magnification.
Finding dark stellate formations - tubules and cavities on a micropreparation. Cavities contain living cells
bones, the processes of which go inside the tubules. Thus, the cells of the bone are interconnected. The bulk of the bone tissue is a dense intercellular substance between the tubules and cavities.
9) Sketching of a micropreparation and designation of cavities, tubules and intercellular substance.
- cavities;
- tubules; „
- intercellular substance.
10) Formulation of the conclusion that bone- variety connective tissue, which is characterized by a well-developed intercellular substance.
Laboratory work No. 7 on the topic:
“Determination during external examination of the location of individual bones and muscles. Determination of the functions of bones, muscles and joints.
The purpose of the work: to get acquainted with the main muscle groups.
Equipment: drawings depicting the location of human bones and muscles.
instruction card
1) Repeat what has been learned about the location of the bones of the upper limb, movements in the shoulder joint. For this purpose, consider the figure "Human Skeleton" on p. 92 textbooks, drawing "The skeleton of the upper limb" on p. 100, a table in the notebook “Human Muscles” and a drawing “Muscles of the Trunk and Limbs” on p. 109.
Then, standing in front of the mirror, try to find the bones of the upper limb on your body, the muscles that provide movement in the shoulder joint, and do the movements themselves.
Conclusions. The most powerful muscle of the shoulder joint is the deltoid; it is attached on one side to the collarbone and to the scapula, on the other - to the humerus. With the contraction of this muscle, the arm rises to a horizontal level.
2) Bend your arm at the elbow and feel for the biceps muscle on inside shoulder. Then straighten your arm at the elbow and find the triceps muscle.
Conclusions. The biceps muscle is attached at one end to the shoulder blade, and at the other to the forearm. The biceps muscle flexes the arm at the elbow joint.
The triceps muscle is located on the outside of the shoulder. Three tendons depart from its upper end: one is attached to the scapula, and the other two to the head of the humerus. When this muscle contracts, the arm extends.
3) Make a number of various movements with the fingers of the brush. Conclusions. The movements of a person's fingers occur due to the contraction and relaxation of many muscles located on the forearm, wrist, and metacarpus.
4) Repeat the names of the bones lower limb. For this purpose, consider the figure "Human Skeleton" on p. 92 textbooks, drawing "The skeleton of the lower limb" on p. 101, a table in the notebook “Human Muscles” and a drawing “Muscles of the Trunk and Limbs” by us. 109. Then, standing in front of a mirror, try to find the bones of the lower limb on your body, the muscles that provide movement in the hip joint, and do these movements.
Conclusions. The sartorius muscle has the form of a narrow long ribbon that diagonally crosses the front surface of the thigh. It starts from the upper edge of the pelvis and is attached to the tibia. With the tailor's contraction, the thigh and shin are bent, the shin is turned inward.
5) On the front side of the thigh, find the quadriceps muscle of the thigh.
Conclusions. The quadriceps femoris muscle starts from the pelvis with four heads and is attached by one common tendon to the tibia. The muscle is the extensor of the lower leg and is involved in hip flexion.
6) On the back of the lower leg, feel the calf muscle. Conclusions. The gastrocnemius muscle is attached at one end to the calcaneus, and at the other to the femur. The calf muscle flexes the foot and lifts the heel off the ground.
7) In the picture and on yourself, find the gluteal muscles.
Conclusions. The gluteal muscles are attached to the pelvis and femur. The gluteal muscles anchor the hip joint and play a large role in keeping the body upright.
8) Study the muscles of the back and neck, find them in the picture and on your body. Feel the sternocleidomastoid muscle in your neck.
Conclusions. The sternocleidomastoid muscle is attached with two tendons to the sternum and clavicle, and the other end to the mastoid process of the temporal bone. With a unilateral contraction, the muscle turns the face in the opposite direction, while tilting the head towards the contracted muscle. With bilateral contraction, tilts the head back.
9) Find the trapezius muscle of the back in the picture and on your body.
Conclusions. The trapezius muscle originates from the spinous processes of all thoracic vertebrae and the occipital bone and is attached to the scapula and collarbone.
Bring the shoulder blades to the spine and tilt the head back - this is the work of the trapezius muscle. Feel the trapezius muscle on yourself.
Find the latissimus dorsi muscle in the picture and on your body. Raise your arms up, rotate your shoulder inward - this is a contraction of the latissimus dorsi muscle. With fixed arms, the muscle pulls the torso to the arms.
Conclusions. The latissimus dorsi muscle occupies the entire lower back. It begins at the spinous processes of the four to five lower thoracic, all lumbar and sacral vertebrae, the pelvic bone, and the four lower ribs. Muscle bundles go up and are attached to the humerus with a narrow tendon.
The muscles of the back and neck hold the body in vertical position. They stretch along the spine and are attached to its processes directed backward. When these muscles contract, the body bends back.
The muscles of the chest are involved in the movement of the arms and in the respiratory movements.
12) Find the pectoralis major muscle in the picture and on your body.
The muscles that move the chest are located between the ribs and are called internal and external intercostal. Due to the different direction of the muscle fibers, the former lower the ribs, and the latter raise them.
The muscles of the chest also include the diaphragm - a flat wide muscle with a tendon center. It separates the chest cavity from the abdominal cavity and is involved in the breathing process.
13) Look at the figure "Muscles of the head" on p. 108 textbook. What two groups can they be divided into? Touch your temples with your hand, make chewing movements and feel the movement of the chewing muscles. Find facial muscles on your face: the circular muscles of the eye and mouth.
Conclusions. The chewing and facial muscles are located on the face, the chewing muscles provide movement of the lower jaw, and thanks to the facial muscles, our face can express all the variety of feelings.
4) Reflect the results of your work in the table:
No. Muscle name Part of the body Place of attachment Functions
Note. To perform laboratory work in the proposed form, additional literature will be required.
Laboratory work number 8 on the topic:
"Identification of violations of posture and
Maintaining correct posture while standing and sitting.
Purpose of the work: to find out the causes of violation of posture, to study the conditions for maintaining correct posture in various positions of the body.
Equipment: hockey puck or any other small object.
instruction card
Stand against a wall with your head, shoulders, and buttocks resting against the wall.
Try to stick your fist between the wall and your lower back. If this is not possible, then stick your hand in there.
Evaluate your posture: posture should be considered correct if a palm passes between the lower back and the wall.
Stand against the wall. Keep your head straight, lift your shoulders slightly back, pull your stomach in. The space between the lower back and the wall should be narrowed to normal. Move away from the wall and try to keep this position of the body in a standing position.
Put a hockey puck on the top of your head and try to sit down and walk around the room with the object on your head.
6) Control yourself as follows: go to the wall and lean your head on, sit down, sliding along the support. With proper posture, the object should not fall off the head.
Laboratory work No. 9 on the topic:
"Identification of the flexibility of the spine"
The purpose of the work: to determine the elasticity of ligaments and cartilaginous joints in the semi-movable joints of the spine.
Equipment: ruler.
instruction card
Stand on the step and, without bending your knees, lean forward and try to reach the lower edge of the support with your fingers.
Measure the distance from your fingertips to the plane of the support (the step you are standing on). If the fingers are lower than it, put a “+” sign, if they did not reach the support plane - a “-” sign.
Assess the flexibility of the spine. The results are considered good if boys get +6...+9 cm, and girls get +7...+9 cm. Lower ones are considered satisfactory. positive results. Negative results indicate insufficient flexibility of the spine.
Laboratory work number 10 on the topic:
"Microscopic structure of human and frog blood".
The purpose of the work: to get acquainted with the structure of human and frog erythrocytes; find similarities and differences; answer the question: “Whose blood carries more oxygen - the blood of a person or a frog? Why?".
Equipment: prepared stained micropreparations of human and frog blood, microscopes; blood table.
instruction card
Prepare the microscope for work.
Place a micropreparation of human blood under a microscope.
Consider a drug. Find red blood cells and draw them.
Place a micropreparation of frog blood under the microscope.
Examine and draw the red blood cells of a frog.
Draw conclusions:
How are frog erythrocytes different from human erythrocytes?
Whose blood carries more oxygen - human blood or frog blood? Why?
Conclusions:
1) Human erythrocytes, unlike frog erythrocytes, do not have a nucleus and have acquired a biconcave shape.
2) Human erythrocytes carry more oxygen than frog erythrocytes. This is explained, on the one hand, by the fact that human erythrocytes are smaller in size than frog erythrocytes, and therefore are faster transferred by the blood stream. On the other hand, having lost the nucleus, human erythrocytes acquired a biconcave shape, which significantly increased their surface and made it possible to simultaneously carry a large number of oxygen molecules.
Frog erythrocytes are bulky, so they move more slowly, although large sizes do not allow them to have a large surface.
Laboratory work No. 11 on the topic:
"Counting the pulse in different conditions"
The purpose of the work: to prove the change in heart rate depending on the state of the body
Equipment: clock with a second hand (or stopwatch).
instruction card
Find your pulse on your wrist; neck temples.
Calculate the pulse:
a) in a sitting position;
b) in a standing position;
c) after ten squats. Record the data obtained in the table.
3) Explain the difference in the number of heartbeats depending on the state of the body.
Pulse readings
Sitting Standing After 10 squats
77 beats per minute 87 beats per minute 97 beats per minute
Conclusion. The higher the load on the body, the more quantity heartbeats in the same time interval. This is explained by the fact that any work requires the expenditure of energy. And the body receives energy from the oxidation of organic nutrients. Both oxygen and nutrients are delivered to the tissues by the blood. The more intense the work, the more energy is needed, and hence the nutrients and oxygen. By contracting more often, the heart increases the rate of supply of nutrients and oxygen to the tissues.
During exercise, the heart pumps about 8 times more blood than at rest. A trained heart reaches this position due to an increase in the portion of ejected blood, and an untrained one - due to an increase in the number of contractions, which is short-term, and then fatigue sets in.
Laboratory work No. 12 on the topic:
"Techniques for Stopping Bleeding".
The purpose of the work: to learn how to practically provide first aid for bleeding.
Equipment: dressings, a tourniquet, a piece of cloth, a pencil, a writing pad, iodine, petroleum jelly or a cream (imitator of streptocid ointment), cotton wool, scissors. instruction card
capillary bleeding.
Treat the edges of the conditional wound with iodine.
Cut off a square piece of bandage and fold it in four. Apply ointment to the folded bandage and apply to the wound, put cotton wool on top and make a bandage.
arterial bleeding.
1. Refer to the table "Typical places for pressing arteries to bones in order to stop bleeding" with the points where you need to press the artery during bleeding, and find them on yourself.
Determine the place of application of the tourniquet in conditional injury.
Place a piece of tissue under the tourniquet, make 2-3 turns with the tourniquet until the pulsation is no longer felt.
Attention! Loosen the harness immediately!
4. Insert a note indicating the time of applying the tourniquet. Remember the rules for applying the tourniquet: the tourniquet is applied
for 1.5-2 hours in the warm season and for 1 hour in the cold. A note is placed under the tourniquet indicating the date and time the tourniquet was applied.
Venous bleeding.
Determine the conditional location of the injury (on the limb). Raise the limb up to exclude a large flow of blood to the site of injury.
If venous bleeding occurs, apply a pressure bandage.
3. In case of damage to a large venous vessel, apply a tourniquet.
Attention: in case of arterial and venous bleeding after first aid, the victim must be taken to a hospital or clinic.
After completing the laboratory work, draw a conclusion (it is possible in the form of a table "External bleeding").
Type of bleeding Signs First aid
Arterial Scarlet blood flowing in a pulsating stream Pressure bandage in case of damage to a small vessel.
Tourniquet in case of damage to a large artery.
Venous Dark blood flowing in a continuous stream Pressure bandage
Capillary Blood flows slowly, coagulates normally Plain sterile dressing.
Laboratory work No. 13 on the topic:
"Comparison of the respiratory organs of humans and large mammals".
The purpose of the work: to compare the structure of the respiratory organs of humans and mammals.
Equipment: tables depicting the respiratory organs of humans and mammals (dogs); replicas of the respiratory organs of humans and dogs.
instruction card
Consider tables, drawings, dummies, reflecting the structural features of the respiratory organs in humans and mammals (dogs).
After reading the textbook material and the additional literature proposed by the teacher on the structure of the human and mammalian respiratory organs, fill in the table:
Organ Where
located Structural features Functions
1 2 3 4
Nasal cavity In the front of the skull Formed by the bones of the front of the skull and a number of cartilages. Inside the nasal cavity is divided into two halves. Three protrusions (three turbinates) protrude into each half, significantly increasing the surface of the mucous membrane of the nasal cavity. The mucous membrane lining the nasal cavity is abundantly supplied with cilia, blood vessels and glands that secrete mucus to purify the air.
air humidification
air disinfection
air warming
Nasopharynx Connects the nasal cavity and larynx
Larynx In front of the neck at the level of IV-VI cervical vertebrae Consists of several cartilages connected by joints and ligaments. The largest cartilage of the larynx is the thyroid.
Cartilages surround the laryngeal fissure; the epiglottis covers it from above, protecting it from food.
At the base of the larynx lies the cricoid cartilage. The vocal cords are stretched between the thyroid and arytenoid cartilages. The space between the vocal cords is called the glottis. The larynx is part of the airways.
there is a voice in the larynx
apparatus - the organ in which sounds are produced
Trachea A tube 8.5-15 cm long, more often 10-11 cm. It has a solid skeleton in the form of cartilaginous semirings. The soft back of the trachea is adjacent to the esophagus. The mucous membrane contains numerous cells of the ciliated epithelium part of the airways purifies the air
humidifies the air
Bronchi At the level of the fifth thoracic vertebra, the trachea divides into two main bronchi. In the lungs, the main bronchi branch, forming a bronchial tree. The bronchi are lined with ciliated epithelium part of the airways
purify and humidify the air
Lungs In the chest cavity Each lung is covered on the outside with a thin membrane - the pleura, which consists of two sheets.
One sheet covers the lung, the other lines the chest cavity, forming a closed container for this lung. Between these sheets there is a slit-like cavity, which contains a little fluid that reduces friction when moving the lungs. Lung tissue is made up of bronchi and alveoli
gas exchange organ
Conclusion. Organs respiratory system humans and large mammals have a significant similarity in structure and function, which indicates that they belong to the same class - the class of mammals. The differences are minor: they relate to size, shape and some other features.
Lab #14
Lab #1
Target:
Equipment:
Progress.
Formulation of results:
Fill the table
Formulation of results:
sketch the examined tissue preparations;
Fill the table
Name of fabrics | Fabric structure | Location | Functions |
Conclusion
Lab #1
The study of the microscopic structure of tissues
Target: familiarity with the structural features, properties and functions of tissues.
Equipment: microscope, prepared micropreparations of epithelial, connective, muscle and nervous tissues.
Progress.
- Examine the structure of an animal cell under a microscope.
- Sketch the cage and label the main parts of the cage.
- Consider prepared micropreparations of tissues.
Formulation of results:sketch the examined tissue preparations;
Fill the table
Formulation of results:
sketch the examined tissue preparations;
Fill the table
Name of fabrics | Fabric structure | Location | Functions |
Conclusion : Do the features of the structure of cells depend on the function performed?
What is the significance of cell diversity for a multicellular organism?
Practical work No. 1
« »
Target:
Equipment:
Progress
Name of systems | The organs that make them up | Functions |
|
Musculoskeletal | A - heart and blood vessels |
|
Practical work No. 1
« Recognition on tables of organs and organ systems»
Target: learn to recognize organ systems, the organs that make them up in humans
Equipment: drawings of human 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 | A - heart and blood vessels | 1 - Entry of oxygen into the body, removal of carbon dioxide. |
Laboratory works
to the course "Biology Grade 8"
LAB #1
on the topic: "Catalytic activity of enzymes"
Target: observe the catalytic function of enzymes in living cells.
Equipment: 1) 2 tubes
2) water bottle
3) raw and boiled potatoes
4) hydrogen peroxide (3%)
Progress:
1. Pour water into test tubes to a height of about 3 cm.
2. In one, add 3-4 pieces the size of a pea of raw potatoes, in the other - the same amount of boiled.
3. Pour 5-6 drops of hydrogen peroxide into each.
Formulation of results:
Describe what happened in the first and second test tubes. Sketch the experience.
What is the name of a substance that speeds up a chemical reaction?
What is an enzyme? Under what conditions does it operate?
Doconclusion, explaining the results of the experiments.
LABORATORY WORK № 2
on the topic "Human tissues under a microscope"
Target: get acquainted with the microscopic structure of some tissues of the human body, learn to identify their distinctive features
Equipment: 1) microscope
2) micropreparations:
* for option 1: "Glandular epithelium", "Hyaline cartilage",
* for option 2: "Nervous tissue", "Smooth muscles"
Progress:
Prepare the microscope for work and examine the micropreparations.
Formulation of results: Write down what you see in your notebook.
Doconclusion , listing the distinctive features of the tissues you saw (the type and location of cells, the shape of the nucleus, the presence of intercellular substance)
LABORATORY WORK № 3
on the topic: "Structure of bone tissue"
Target: to get acquainted with the structure of tubular and flat bones.
Equipment: 1) handout "Bone cuts"
2) sets of vertebrae
Progress:
1. Consider cuts of flat and tubular bones, find a spongy substance, consider its structure, in which bones is there a cavity? What is it for?
Formulation of results:
Sketch in your notebook what you see, make captions for the drawings.
Doconclusion comparing flat and tubular bones.
How to prove that bone tissue is a type of connective tissue?
Compare the structure of cartilage and bone tissue.
LABORATORY WORK № 4
on the topic: "The structure of the spine"
Target: to get acquainted with the features of the structure of the human spine.
Equipment: 1) sets of human vertebrae
Progress:
Consider the vertebral column and its departments in the textbook drawing.
How many vertebrae are in each department?
Examine the vertebrae from the set. Determine which department they are from. Take one of the vertebrae and orient it as it is in the body.
Using the drawing of the textbook, find the vertebral bodies, the arch, the vertebral foramen, the posterior and anterior processes, the junction with the overlying vertebra.
Fold up a few vertebrae and watch how they form the spine and spinal canal.
What do all vertebrae have in common and how do they differ?
According to the results of observations, fill in the table:
The structure of the spine.
| Departments of the spine | Number of vertebrae | Structural features |
LABORATORY WORK № 5
on the topic: "Microscopic structure of human and frog blood"
Target: get acquainted with the microscopic structure of human and frog erythrocytes, learn how to compare them and correlate the structure with function
Equipment: 1) microscope
2) micropreparations "Human blood", "Blood
frogs"
Progress:
1. Prepare the microscope for work.
2. Consider micropreparations, compare what you see.
Formulation of results:
draw 2-3 human and frog erythrocytes
Doconclusion , comparing human and frog erythrocytes and answering the questions: whose blood carries more oxygen? Why?
LABORATORY WORK № 6
on the topic: "The composition of inhaled and exhaled air"
Target: find out the composition of inhaled and exhaled air
Equipment: 2 flasks with lime water
Progress:
Remember the percentage composition of air. What is the percentage of oxygen and carbon dioxide in the classroom air?
Consider the device. Is the liquid in both tubes clear?
Take a few breaths and exhale through the mouthpiece, determine which test tube the inhaled and exhaled air goes into? In which test tube did the water turn cloudy?
Draw a conclusion from experience.
LABORATORY WORK № 7
Laboratory work in human biology Grade 8.
Lab #2
Self-observation of the blinking reflex and the conditions for its manifestation
Experience with clean hands, use of pencils and other
objects for irritation of the skin and eyelids is unacceptable.
Progress
1. Gently touch with your hand
a) to the outer corner of the eye,
b) to the inner corner of the eye,
B) eyelashes
D) to the eyebrows
D) to the skin of the eyelids,
Mark those areas whose irritation causes involuntary blinking with a "+" sign
2. Arrange the results in the form of a table.
3. Why is there no blinking reflex when some areas are irritated?
4. Repeatedly touch the inner corner of the eye from the side of the nose, without touching the eyelashes. What's happening?
5. Draw a diagram of the reflex arc of the blinking reflex.
6. Draw conclusions.
Lab #3
knee jerk
Explanation: (The knee jerk is a reflex centered in the spinal cord.)
Progress
1. Sit the subject on a chair. Invite him to cross his legs, then hit the edge of his hand on the tendon of the quadriceps muscle under the kneecap.
2. Write down your observations.
3. Draw a diagram of the reflex arc of the knee jerk.
4. Specify the function of each link.
5. Draw conclusions.
Lab #4
Microscopic structure of the bone.
Equipment: microscope, permanent preparation "Bone tissue".
Progress
1. Examine the bone tissue at low magnification of the microscope.
2. Find the tubules through which the vessels and nerves passed. On a transverse section, they look like a transparent circle or oval.
3. Find the bone cells that are between the rings and look like black spiders. They secrete plates of bone substance, which are then impregnated with mineral salts.
4. Think about why a compact substance consists of numerous tubes with strong walls. How it contributes to the strength of the bone with the least consumption of material and bone mass.
5. Make a conclusion about the features of the microscopic structure of the bone.
Lab #5
Muscles of the human body
Equipment: textbook
Progress
1. Using the textbook and anatomical description (textbook pages 65-68), determine the location of the muscle groups and the movements they perform.
2. Fill in the results in the table.
3. Give some examples of muscles that work as synergists and as antagonists.
Antagonists | Synergists |
4. Draw conclusions.
Lab #6
Identification of postural disorders
Progress.
1. Stand with your back against a wall so that your heels, shins, pelvis, and shoulder blades
touched the wall. Try sticking your fist between the wall and your lower back.
If it passes, there is a violation of posture. If only the palm passes -
posture is normal.
2. Conclude: Do you have a posture disorder?
If yes, what are the reasons?
Lab #7
Identification of flat feet (work done at home).
Equipment: a basin of water, a sheet of paper, a simple pencil.
Progress.
1. With a wet foot, stand on a piece of paper. Circle the contours of the trace with a simple pencil. Find the center of the heel and the center of the third toe.
2. Connect the two found points with a straight line. Rate your results. If in the narrow part the trace does not go beyond the line, there is no flatfoot (p. 74, fig. 39).
3. Conclude: Do you have flat feet?
If yes, what are the reasons for it?
Suggest exercises to prevent flat feet.
Lab #8
Fatigue during static work
Equipment: stopwatch, weight 4-5 kg.
Progress
1. The subject becomes facing the class, extends his arm to the side horizontally. Chalk on the board marks the level at which the hand is located. Turn on the stopwatch.
2. Watch how long it takes for muscle fatigue to occur.
3. Record the results in a table.
Statistical work | signs of fatigue | Time |
No fatigue | The hand with the load is motionless | |
First phase of exhaustion | The arm drops, then jerks back up to its original position. | |
Second phase of exhaustion | Trembling of hands, staggering of the body, reddening of the face, sweating | |
Ultimate fatigue | The arm with the load is lowered; experience stops |
4. Draw conclusions.
Lab #9
Microscopic structure of human and frog blood
Equipment: prepared stained micropreparations of human and frog blood, microscope (300x).
Purpose: To study the structure of the blood of humans and frogs.
2. Compare the structure of human and frog blood and determine whose blood is able to carry more oxygen.
Progress
1. Consider a human blood preparation, pay attention to the shape, relative size and number of erythrocytes and leukocytes in the preparation, the absence of a nucleus in an erythrocyte and its presence in a leukocyte. Sketch 3-4 erythrocytes and 1 leukocyte, mark the cells and the nucleus of the leukocyte.
2. Consider the frog's blood preparation, pay attention to the size, shape and number of erythrocytes and leukocytes in the preparation. Draw 3-4 erythrocytes and 1 leukocyte, label the cells and their nuclei.
Exercise:
1. Find similarities in the structure of human and frog blood erythrocytes.
2. Find the differences in the structure of human and frog erythrocytes. Draw your own conclusion from this comparison.
3. Write down in a notebook, erythrocytes, whose blood - human or frog - are able to carry more oxygen. Explain the reason.
4. Record your findings:
Whose human blood or frogs - carry more oxygen. Why?
In what direction did the evolution of erythrocytes of vertebrates go?
Lab #10
Function of the venous valves
Explanation. If the arm is lowered, the venous valves prevent blood from flowing down. The valves open only after enough blood has accumulated in the underlying segments to open the venous valve and allow blood to pass up into the next segment. Therefore, the veins through which blood moves against gravity are always swollen.
Progress.
1. Raise one hand up and lower the other down. A minute later
Place both hands on the table. Record your observations in your notebook.
2. Draw conclusions:
Why did the raised hand turn pale, and the lowered hand turned red?
In which arm were the venous valves closed?
Lab #11
Changes in tissues with constrictions that make it difficult
Circulation.
Equipment: pharmacy rubber ring or thread. Explanation. The constriction of the limb makes it difficult for the outflow of blood through the veins and lymph through the lymphatic vessels. Expansion of blood capillaries and veins leads to redness, and then to blue in the part of the organ isolated by the constriction. In the future, this part of the organ becomes white due to the release of blood plasma into the intercellular space. Tissue fluid accumulates, squeezing the cells. The body becomes dense to the touch. Begins oxygen starvation tissues, which is felt as "crawling", tingling. The work of receptors is disrupted.
Progress.
1. Wind the rubber ring around your finger or drag the finger with a thread.
Note the change in color and shape of the finger.
2. Touch an object with your dragged finger. Paley seems somehow wadded.
3. Remove the constriction and massage your finger towards the heart.
What is achieved by this approach?
4. Draw conclusions:
Why did the color of the finger change during constriction?
Why are the tissues of the finger compacted?
How do signs of oxygen deficiency manifest themselves? -
Why is it harmful to tighten the belt tightly, wear tight clothes?
Lab #12
Determination of blood flow velocity in the capillaries of the nail bedEquipment: ruler, stopwatch or watch with a second hand.
Progress
1. Measure the length of the thumbnail from the root to the place where its pink part ends and the transparent nail begins, which is usually cut off (p. 117, fig. 56.A). Record the result.
2. Press your index finger on the nail so that it turns white. In this case, the blood will be forced out of the vessels of the nail bed. Remove your index finger. After a while, the nail begins to turn red. Repeat the experiment, fix the time until the finger is completely reddened. This is the time it takes the blood to make its way.
3. Calculate the blood flow velocity in the capillaries of the nail bed using the formula
V=S/t , where
S is the length of the path that blood will take from the root of the nail to its top,
T is the time it takes to do this.
4. Compare the speed of blood flow in large arteries, veins, capillaries.
5. Conclude:
What is the significance of the slow flow of blood in the capillaries?
Lab #13
Experiments to clarify the nature of the pulse
Target: prove that the pulseassociated with fluctuations in the walls of the arteries, and not with shocks that occur during the movement of blood.
Explanation: To prove that the pulse is associated with oscillations of the walls of the arteries, and not with shocks arising from the movement of blood, it is necessary to stop the movement of blood in some part of the artery, but in such a way that the walls of the arteries continue to oscillate.
Progress.
1.Find the pulse on the radialarteries. Mark a point a , closest to the thumb of the examined hand, and the point b, farthest from the thumb. Blood flows then points b to point a ( Fig. 56, B, p. 117). 2. Clamp the artery at the point a . The movement of blood in the area ba will be stopped. However, the wall of the artery at the point b , will continue to fluctuate, and the pulse at this point will be felt.
3. Now clamp the artery at the point b . You not only stopped the blood, but also stopped the spread of a pulse wave that could not pass
Through section b . In this case, at the point A pulse will not be felt.
Evaluation of results.The pulse wave is transmitted along the wall of the arteries and does not depend on the presence or absence of blood flow. The pulse is felt above the place where the artery is constricted, and below this place there is no blood flow and pulse, because by pressing the walls of the arteries against each other, we not only stop the blood, but also stop the oscillation of the walls of the arteries.
Lab #14
Reaction of cardio-vascular system for dosed load
Equipment:
Progress.
1. Find your pulse. It is usually customary to determine the pulse on the radial artery, at the base of the thumb, for which the 2nd, 3rd and 4th fingers are placed slightly above the wrist joint, grope for the artery and press it against the bone. 2. Count the number of strokes in a calm state in 10 seconds. Multiply this figure by six, and you will get your pulse in 1 minute. 3. Do 10 squats at a fast pace, again count the number of beats in 10 seconds. Multiply this figure by six, and you will get a pulse in 1 minute. Determine readings in 1 minute. 4. Arrange your results in the form of a table.
Explanation (The pulse rate at the age of 13-18 years is normally 60-90 beats per minute. The results are good if the pulse rate after squats increased by 1/3 or less of the rest results; if by half - the results are average, if more than half - the results are unsatisfactory.The pulse rate after squats returns to normal after 2-3 minutes).
6. Draw a conclusion:
The work of your own heart at rest and under load.Why does my heart rate increase after exercise?
Lab #15Measurement of the circumference of the chest in the state of inhalation and exhalation Equipment: tape measure.
Progress 1. The subject is offered to raise his arms and apply a measuring tape so that on the back it touches the corners of the shoulder blades. During the measurement, the arms should be lowered.
2. Measure the circumference of the chest while inhaling. The subject must take a deep breath. Muscles can not be strained, shoulders should not be raised. Record the result. 3. Measure your chest as you exhale. The subject must take a deep breath. Don't drop your shoulders, don't slouch. Record the result. 4. Evaluate your results.
5. Make a conclusion.
Explanation: (Normally, the difference between the girth of the chest in the state of deep inspiration and in the state of deep exhalation is 6-9 cm).
Lab #16
Respiratory functional tests with breath holding in the phase of inhalation and exhalation.
Equipment: stopwatch.
Progress
Explanation (The test is carried out in a sitting position).
1. Take a deep breath in and a deep breath out.
2. After that, take an almost maximum breath and hold your breath. Start counting.
3. Turn off the stopwatch when breathing resumes involuntarily and record the result.
4. Rest 5-7 minutes.
5. Exhale not very deep, hold your breath and immediately turn on the stopwatch.
6. Turn off the stopwatch in case of involuntary recovery of breathing and record the result.
7. Evaluate your results.
Explanation: (The result of holding the breath while inhaling is considered satisfactory if the person was able to hold his breath for 16-55 seconds. Lower results should be considered bad, higher ones good.
The result of holding the breath on exhalation is considered satisfactory if it is not lower than 12-13 seconds).
Lab #17
The action of saliva enzymes on starch
Target: show that salivary enzymes are capable of breaking down starch.
Equipment: a piece of starched bandage, cotton wool, matches (cotton buds),saucer, water, iodine (5%).
Explanation. Starch with iodine gives an intense blue color.
Progress.
1. Prepare a reagent for starch - iodine water. Pour water into a saucer and add a few drops of iodine until you get a liquid the color of strong brewed tea.
2. Wrap cotton on a match (you can take a cotton swab), moisten it with saliva, and then write a letter on a starched bandage with this cotton with saliva.
3. Hold the straightened bandage in your hands and hold for 1-2 minutes.
4. Dip the bandage in iodine water, carefully straightening it.
5. Watch how the bandage is stained. Write down your observations in a notebook.
6. Draw a conclusion.
Explain the results of the experiment.
Could you get a blue letter on a white background during the experiment?
Will saliva break down starch if boiled?
Lab #20
Establishing a relationship between load and level
Energy exchange according to the results of a functional test with
Breath holding before and after exercise.
Equipment: stopwatch or watch with second hand.
Work progress 1. In a sitting position, hold your breath while inhaling for a maximum period. Turn on the stopwatch (preliminary deep breathing before the experiment is not allowed!). 2. Turn off the stopwatch at the moment of breathing recovery. Record the result (A). Rest 5 min.
3. Stand up and do 20 squats in 30 seconds.
4. Inhale, hold your breath quickly and start the stopwatch, without waiting for your breath to calm down, sit on a chair.
5. Turn off the stopwatch when breathing is restored. Record the result (B).
6.After a minute, repeat the first test. Record the result (C).
7. Calculate the percentage of B / A X 100% and C / A X 100% 8. Evaluate your results (table page 197 of the textbook).
9. Draw a conclusion. 10. Answer the questions.
Why does involuntary respiration occur? Why does carbon dioxide accumulate in the blood when you hold your breath?
How does carbon dioxide affect the respiratory center?
Why is it possible to hold your breath for less time after work than at rest?
Lab #19
Compilation of food rations depending on energy consumption.
Equipment: calculator
Explanations. When compiling a human diet, the following rules should be followed:
1) the calorie content of the diet should correspond to the daily energy consumption;
2) it is necessary to take into account the optimal amount of proteins, fats and carbohydrates for persons engaged in these types of labor (and for children - age);
3) the best diet involves four meals a day (first breakfast should be 10-15%, second breakfast - 15-35%, lunch-40 - 50% and dinner 15-20% of total calories)
4) protein-rich foods (meat, fish, eggs) are more rational to use for breakfast and lunch. For dinner, you should leave dairy and vegetable dishes;
5) in the diet, about 30% should be proteins and fats of animal origin.
Caloric needs of children by age
Caloric content of food products.
Product | Calorie content, kcal |
BREAD, CEREALS, SWEETS Rye bread Wheat Baton crackers cookie cakes baked pies pasta Cereals: oatmeal buckwheat, semolina, rice Sugar Chocolate Halva Pastila, marshmallow Jam MEAT, FISH, EGGS Meat Bird Ham boiled sausage sausages Pike perch, cod Perch Caviar Egg 1 pc. FAT PRODUCTS Butter vegetable Margarine DAIRY Milk, curdled milk, kefir Sour cream Curd : fatty non-greasy Sweet cheese curds Cheeses: hard fused Condensed milk with sugar VEGETABLES, FRUITS MUSHROOMS, BERRIES, NUTS cucumbers Potato Carrot Beet Cabbage Bulb onions Mushrooms Berries (cherries, strawberries, raspberries, gooseberries, currants, etc.) Grape Bananas Watermelon Apricots, oranges, lemons BEVERAGES Sweet fruit waters Bread kvass Mineral water |
Progress
1 . Create a daily food intake for your age group using the food calorie table.
2. Enter the results of the calculations in the table
3. Draw conclusions.
Lab #20
Finger-nose test and features of movements associated with the function of the cerebellum.
Progress
1). Close your eyes. Stretch your hand forward with the index
finger. Touch the tip of your nose with your index finger. Do it
the same with the left hand.
Explanation. (To make this movement and hit the target, you need to calculate the trajectory, determine the sequence
and the time of contraction of certain muscle groups that move along a given trajectory. This movement involves 33
muscles, each of which must turn on at a certain time
And get out of work.
2). Conclude:
What function of the cerebellum was revealed in this experiment?
Lab #21
Stroke skin irritation - a test that determines
changes in the tone of the sympathetic and parasympathetic
autonomous nervous system at
irritation.
Explanation. (The sympathetic nerves are known to constrict the blood vessels in the skin, while the parasympathetic nerves dilate them.)
Progress.
1. Run your fingernail over the skin. Why does a white stripe appear at first, and after a while - red? Explain why after a while this strip disappears and no traces of irritation remain.
2. Draw a conclusion.
Lab #22
Experiences that revealillusions associated with
binocular vision.
Equipment: tube rolled up from a sheet of paper.
Progress. Attach one end of the tube to the right eye. Place your left hand on the other end of the tube so that the tube lies between your thumb and forefinger. Both eyes are open and should look into the distance. If the images obtained in the right and left eyes fall on the corresponding areas of the cortex hemispheres, an illusion arises - "a hole in the palm".
Lab #23
Developing Mirror Writing Skills as an Example of Destruction
Old and the formation of a new dynamic stereotype.
Progress
1. Measure how many seconds it takes to write a cursive word, such as "Psychology." On the right side, write down the elapsed time.
2. Invite the subject to write the same word in mirror type: from right to left. It is necessary to write in such a way that all elements of the letters are turned in the opposite direction. Make 10 attempts, next to each of them on the right side, put down the time in seconds.
3. Build a graph. on axle X set aside the serial number of the attempt, on the axis At - the time that the subject spent on writing the next word.
4. Count how many gaps between letters there were when writing the word in the usual way, how many gaps there were during the first and subsequent attempts to write the word from right to left.
5. Note in which cases emotional reactions occur: laughter, gestures, an attempt to quit work, etc. 6. Name the number of letters in which there are elements written in the old way.
7. Analyze the resulting graph. Are there moments where a skill stops being developed, when its results become worse? This always happens when the formed system of connections exhausts itself and a new search begins. This happens several times outside of our consciousness and stops after the results become stable and the dynamic stereotype is worked out.
Draw conclusions:
What facts show that when the dynamic stereotype is destroyed, the general activity breaks up into separate elements, for example, a word previously written in one stroke is now spelled out?
When forming a new dynamic stereotype, are attempts made to connect letters without additional instructions? Are these instructions necessary to master the techniques of rational writing?
What was the "struggle" between stereotypes - newly created and old, well fixed? This can be judged by the presence of elements of letters written in the old way.
Lab #24
Measurement of the number of vibrations of the image of a truncated pyramid during involuntary, voluntary attention and during active work with an object.
Equipment: stopwatch or watch with a second hand.
Explanations. Try to imagine a truncated pyramid (Fig. 119, p. 293), facing the truncated end towards you and away from you. When both images are formed, they will replace each other: the pyramid will seem to be facing you, then away from you. By the number of oscillations of these images, one can judge the stability of attention. Usually measure the number of oscillations of attention per minute. To save time, you can measure the number of oscillations in 30 seconds. And double the result.
Progress
Experience number 1.
Determination of the stability of involuntary attention
Look at the picture without looking away from it for 30 s. With each change in the image, make a stroke in the notebook. Double the number of attention fluctuations in 30 seconds. Enter both values in the appropriate columns of the table.
Experience number 2.
Holding the image with voluntary attention.
Repeat the experiment, following the same technique, but try to keep the image that has developed for as long as possible. If it does change, you need to keep the new image as long as possible. Count the number of oscillations. Record the results in a table.
Experience #3
Determining the stability of attention during active work
with an object.
Imagine that the drawing represents a room. The small square is its back wall. Think about how to arrange the furniture: sofa, bed, TV, receiver, etc. Do this work for the same 30 seconds. Do not forget to make a stroke every time you change the image, and each time return to the original image and continue to “furnish” the room. It is necessary to “arrange” the furniture mentally, without looking up from the drawing. Enter the results in the table in the appropriate columns.
Draw conclusions:
Under what conditions is the greatest number of attention fluctuations observed?
