Laboratory work number 10 in Latushin biology. Laboratory work on biology. Mold mushroom mushroom
Laboratory works
to the course "Biology 8 class"
Laboratory work number 1
on the topic "Catalytic activity of enzymes"
Purpose: To observe the catalytic function of the enzymes of living cells.
Equipment: 1) 2 test tubes
2) water bottle
3) raw and boiled potatoes
4) hydrogen peroxide (3%)
Progress:
1. In the tubes, pour water to a height of about 3 cm.
2. In one add 3-4 pieces of the magnitude with the pea of \u200b\u200braw potatoes, to another - as much boiled.
3. In each pour 5-6 drops of hydrogen peroxide.
Registration of results:
Describe what happened in the first and second test tube. Schematically draw experience.
What is the name of the substance accelerating the chemical reaction?
What is an enzyme? In what conditions does he work?
Makeoutput, explaining the results of experiments.
LABORATORY WORK № 2
on the topic "Man's fabric under a microscope"
Purpose: 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 1 option: "Irony Epithelium", "Hyaline cartilage",
* For 2 options: "nervous fabric", "Smooth muscles"
Progress:
Prepare a microscope to work and consider the microspections.
Registration of results: Draw in the notebook seen.
Make output , Listing the distinctive features of the fabrics you saw (the view and location of the cells, the shape of the kernel, the presence of the intercellular substance)
LABORATORY WORK № 3
on the topic: "Building of bone tissue"
Purpose: get acquainted with the structure of tubular and flat bones.
Equipment: 1) Distribution material "Spiel bones"
2) vertebral sets
Progress:
1. Consider sleeping flat and tubular bones, find the spongy substance, consider its structure, in which bones there is a cavity? What is it needed for?
Registration of results:
draw in a notebook seen, make a signature pattern.
Makeoutput By comparing flat and tubular bones.
How to prove that bone tissue is a variety of connective tissue?
Compare the structure of cartilage and bone tissue.
LABORATORY WORK № 4
on the topic: "The structure of the spine"
Purpose: Get acquainted with the features of the structure of the human spine.
Equipment: 1) human vertebrate sets
Progress:
Consider a vertebral pillar and its departments.
How many vertebrae in each department?
Consider the vertebrae from the set. Determine what kind of departments they are. Take one of the vertebrae and orient it as it is located in the body.
Using the drawing of the tutorial, find the body of the vertebral, arc, vertebrate, rear and front processes, place of connection with the overlying vertebra.
Fold several vertebrae and watch the spine and the vertebral channel.
What is common to all vertebrae and what do they differ?
According to the results of observations, fill in the table:
The structure of the spine.
| Spinal departments | The number of vertebrae | Features of the structure |
LABORATORY WORK № 5
on the topic "Microscopic structure of human blood and frogs"
Purpose: Get acquainted with the microscopic structure of human erythrocytes and frogs, learn to compare them and relate the structure with a function
Equipment: 1) Microscope
2) MicroPreparations "Human Blood", "Blood
frogs »
Progress:
1. Prepare a microscope to work.
2. Consider the microspections, compare seen.
Registration of results:
source 2-3 erythrocyte of man and frogs
Makeoutput By comparing the red blood cells of a person and a frog and responding to the questions: whose blood transfers more oxygen? Why?
LABORATORY WORK № 6
on the topic: "Composition of inhaled and exhaled air"
Purpose: Find out the composition of inhaled and exhaled air
Equipment: 2 flasks with lime water
Progress:
Remember the percentage of air. What is% oxygen and carbon dioxide in the air of the classroom?
Consider the device. Is liquid transparent in both test tubes?
Make a few breaths and exhale through the mouthpiece, determine which test tube is inhaled and exhaled air? Which test tube water is poorelled?
Take a conclusion from experience.
LABORATORY WORK № 7
Class: 7
Practical work number 1
"Observation of the growth and development of animals"
Purpose: Observation of the growth and development of animals on the example of kittens
Equipment:cat with newborn kittens.
Progress
Spend observations of newborn kittens. Find out on what day after birth, their eyes open and how the behavior of kittens changes. Watch the attitude of the cat's attitude to kittens as they are heightened. Note when kittens become quite independent.
Watch the game of kittens. Make sure whether the kittens begin to play themselves or initially encourages them to this mother. Install, from what age they pursue a moving object (paper on a string).
Practical work number 2.
"Observation of seasonal changes in the life of NSO animals"
Purpose:observation of seasonal changes in animal life on the example of birds of the Kupinsky district of the Novosibirsk region.
Equipment:birds of the native land
Progress
I. Observations for the life of birds in the fall
Install the autumn exact dates:
a) the first songs of young males;
b) the appearance of the first flocks of ducks, cranes, geese;
c) the appearance of flocks of grouse, starlats.
Mark the composition of the flocks, their number, the ratio of floors, the number of young and old (by plumage); The direction of their movements throughout the autumn.
Record the results of observations in the notebook.
II. Observations of the life of birds in winter
What winter birds do you know?
Learn to recognize in the snow trails of the crows, daws, Soroki, install on them, what did the birds did.
Watch the birds in the frost, thaw, in front of the snowfall. Make the connection of their weather behavior.
Laying daily feed in the feeder near my house (always at certain hours), follow how soon the sparrow and sits will begin to fly to feeding at this time, whether they will require food, whether the whole flock will immediately appear or first scouts.
Draw tracks and write down the results of observations in the notebook.
III. Observations of the arrival of birds in spring
Install the spring accurate dates:
a) the appearance of the first rules, the starlings;
b) the span of the first flocks of ducks, cranes, geese;
c) the first Skvortz songs, cuckoo.
Observations for feeding chicks with decorative birds (parrots, canary)
Note the start date of eggs. Watch the birds during reaching (who raises the eggs, as birds eat at this time). Mark the day of chicks. How has the behavior of parents changed after that?
Install the feeding frequency of chicks within an hour. Mark the departure date of chicks from the nest.
Record the results of observations in the notebook.
Laboratory work number 3
"Study of the external structure of the mammal"
Purpose:examine the features of the external structure of the mammal.
Equipment:pets or pulsed mammals, tables and drawings with the image of mammals.
Progress
Consider any terrestrial mammal - a dog, a cat, rabbit, etc. Find out which departments can be divided by a mammalian body. Remember which vertebral animals we studied are the same body departments. What signs of mammals can be distinguished from other animals?
How is the mammal moving? Consider limbs. Count your fingers on the front and hind legs. What kind of formations are on your fingers?
What organs are located on the head of the mammal? Which of these organs are missing from other vertebrates?
Find out whether the hair cover is evenly located on the body of a mammal. Is the hair cover smooth? In what places there is no hair cover? What is its main function?
Set the functions characteristic of each type of hair covering the body of mammals. To do this, use the data below. Results reflect in the table.
1. Long, durable, hard ishing hair.
2. Drill, or undercoat - soft, thick, short hair.
3. Long, large, feeling hair, at the base of which are nervous fibers, perceive contact with outsiders.
A. Perform the function of tanging.
B. Keep warm well, because a lot of air is delayed between the hair of this type.
B. Protects the skin from damage.
Word and write to the notebook with the conclusion about the peculiarities of the external structure of mammals.
Laboratory work number 2
"Studying the internal structure of a mammal"
Purpose:examine the features of the internal structure of the mammal.
Equipment: Figures and tables "Type chords. Mammal class. The inner structure of the dog "," Type of chords. Mammal class. The internal structure of the rabbit "," Type of chords. Curveging circuits of vertebrates. "
Progress
1. To identify the features of the internal structure of the mammal on the example of a dog or rabbit.
Find in the textbook figures, the table organs of the mammalian digestive system; Which departments are present, what is their sequence, given that the mammal is a chordan animal.
2. Find the tutorials of the tutorial and the table of the respiratory system. Explain what features of the lung structure contribute to rapid blood saturation with oxygen.
3. Find the tip of the textbook and the table of the circuit system. Carefully consider the diagram of the structure of the heart. As reflected on the exchange of substances of the appearance of a four-chamber heart. Using the circuit breeding scheme, determine which ventricle begins a large circulation circle, a small circle of blood circulation begins. In which parts of the heart arterial blood flows, and in which venous.
4. Find in the drawings of the textbook and the table of the organs of the excretory system. What function do they perform?
5. Fill in Table
6. Take conclusion, what complications occurred in the structure and activities of the internal mammalian organ systems compared with the reptiles?
Practical work number 3.
"Observation of animal behavior"
Purpose:examine animal behavior on the example of cats, dogs, etc.
Equipment: Pets
Progress
1. Find out how these animals react to odors and sounds. Fill the table
2. Work out in a cat, dogs or other conditional reflexes: during feeding.
3. For a week, feed the animal 2 times a day at the same time. After this period, do not let me eat with an animal at the set time. Watch the animal reaction and draw conclusions.
4. Write the results of observations in the notebook.
Laboratory work number 3.
"Studying the external structure and manifold of arthropods"
purpose: Examine the peculiarities of the external structure of arthropods on the example of the May beetle ; get acquainted with the manifold of arthropods.
Equipment:major beetle, bath, preparation knife, magnifier or figures of arthropods of different classes, segmental collections.
Progress
I. To study the peculiarities of the external structure of the arthropods on the example of the insect class, the May beetle
1. Consider a unintended May beetle, determine its size, body color.
2. On the dismembered beetle, find three body offices: head, chest, belly.
3. Consider the head of the beetle, find a mustache on it - organs of touch, smell, eyes - organs of vision and oral bodies.
4. Install the features of the structure of the beetle legs, determine how many of them, to which body department they are attached.
5. On the chest of the beetle, find two pairs of wings: the front pair, or the pulp, and the rear pair - the refigble wings.
6. Consider the belly, find a notch on it and consider with the help of a magnifying glass.
7. Draw a May beetle
II. Acquaintance with the manifold of arthropods.
1. Make a table "Features of the structure of classes of arthropods".
2. Resect the signs of similarities and differences.
Laboratory work number 4.
"Detection of the peculiarities of the external structure of fish in connection with the way of life"
Purpose: Examine the features of the external structure of fish associated with habitat in the aquatic environment.
Equipment:perch or fish from aquarium, drawings with the image of different types of fish.
Progress
1. Consider a fish floating in a jar with water or in aquarium, determine the shape of its body and explain what value is such a body shape in her life.
2. Determine what is covered by the body of the fish, as located scales, what value is the location of the scales for the life of fish in water. With the help of a magnifying glass, consider separate scales. Draw. Determine the Czech age of fish. How did you do that?
3. Determine the color of the body of the fish on the abdominal and the dorsal side; If it is different, then explain these differences.
4. Find the bodies of the fish: head, torso and tail, set as it is interconnected, what value is such a connection in fish life.
5. Find the nostrils and eyes on the head of the fish, determine if the eyes have an eyelible, what is the meaning of these organs in fish life.
6. Find the fish in question pair (chest and abdominal) fins and unpaired (spinal, tail) fins. Watch the work of the fins when the fish movement.
7. Draw an appearance of the fish, mark it in the figure of its part of the body and conclude about the fitness of the fish to life in water. Conclusion Record to the notebook.
Laboratory work number 5.
"Detection of the features of the external structure of the frog due to the way of life"
Purpose: Examine the peculiarities of the external structure of the frog due to the way of life.
Equipment: Bath, frog or wet preparation, layout, drawings with a frog image.
Progress
1. Consider the body of the frog, find the body departments on it.
2. Consider the covers of the body.
3. Consider the head of the frog, pay attention to its shape, sizes; Consider the nostrils; Find your eyes and pay attention to the features of their location, have the eyes of the eyelids, what value these organs have in the life of the frog.
4. Consider the body of the frogs, determine its form. On the torso, find the front and rear limbs, determine their location.
5. Draw the appearance of the frog, mark it in the figure of its body part and conclude a frog adaptability to life in water and on Earth. Conclusion Record to the notebook.
Laboratory work number 6.
"Detection of the peculiarities of the external structure of birds due to the way of life"
Purpose: To study the peculiarities of the external structure of birds associated with the adaptation to the flight.
Equipment:set of feathers, scarecrow, poultry, magnifier or live bird, drawings with the image of birds.
Progress
1. Consider the scarecrow of the birds and find body departments on it: head, neck, torso, tail.
2. Consider the bird's head, pay attention to its shape, sizes; Find the beak consisting of the cluster and connecting; On the invincit, consider nostrils; Find your eyes and pay attention to the features of their location.
3. Consider the body torso, determine its shape. On the torso, find the wings and legs, determine their location. Pay attention to the underdeveloped part of the leg - the set and fingers with claws. What are they covered? Remember what animals studied earlier, you met such a cover.
4. Consider the tail of the bird, consisting of steering feathers, calculate their number.
5. Consider a set of feathers, find among them the contour pen and its main parts: a narrow dense trunk, its base - very, appealed, located on both sides of the trunk. With the help of a magnifying glass, consider Focala and find 1st order beards - these are horn plates derived from the trunk.
6. Draw the structure of the contour pen in the notebook and sign the names of its main parts.
7. Consider a downdoor pen, find it in it and appealed, sketch in the notebook this feather and sign the name of its main parts.
8. Based on the study of the external structure of the bird, note the features related to flight. Check in notebook.
Practical work number 4
"Determination of animal belonging to a specific systematic group"
Purpose: Learn to identify the belonging of animals in the NSO to a certain systematic group of invertebrates.
Equipment: Cards to determine invertebrate animals.
Progress
1. Using the definition table of insect detachments, set the insects offered to you, and bring the name of the detachment to the table.
Determinent table of insect detachments
1) Wings one pair. Rear modified in the buzz squad docks
- Wings two pairs ....................................................................................... 2
2) Wings of both pairs of webbed ................................................................................ ..3
- Front and rear pairs of wings differ from each other by the structure ..................... 7
3) Transparent wings ................................................................................. ... 4
- Opaque wings, densely covered with scales; Owl organs in the form of spiral
Spinning trunk .................................... Detachment of scraper (butterflies)
4) Front and rear wings of approximately the same length .............................. 5
- Front and rear wings of various lengths ...................................................... 6
5) Wings are rich in housing; Head with big eyes and short mustache;
roded by the oral apparatus; An extended subtle abdomen (its length exceeds width
5-10 times) ................................................................ Dummy dragonfly
- the branches of the veins at the edge of the wings are clearly twisted; A mustache are located between eyes
……………………………………………………… Detail nets
6) Rear pair of wings captured with front and less her, at rest of the wings
Come along the body, often have a sting ..................... Sponden detachment
- The rear pair of wings is often significantly shorter than the front; The body is elongated with soft cover;
Roth organs are reduced; Abstraction, except for a couple of long polynomial churches,
often has a similar non-spar tail appendage with them; in adulthood
Lives from a few hours to several days .................................... detachment Penka
7) Front pair of wings turned into opaque solid hoppurals devoid
obvious housing; At rest, the nestings are folded with the formation of a longitudinal seam
…………………………………………………………….. Detachment Tough (Beetles)
- front pair of wings of a different structure ............................................................ 8
8) Front pair of wings turned into a semi-chain with a webbed vertex part
and more dense leathery rest; Along the wings are folded on the back usually flat
…………………………………………………..detachment Semi-Ledderies (Cracops)
- wings are divided into more dense leathery elongated hopper and wide,
Ferrously folding rear pair ........................ .... detachment straight
2. Compare insects among themselves on the features specified in the table.
Signs for comparison |
Name of detachment |
||||||||||||
Type of mustache |
|||||||||||||
Type of oral apparatus |
|||||||||||||
Number of wings |
|||||||||||||
Features of the structure of wings |
|||||||||||||
Type of limbs |
|||||||||||||
Features of the structure of the head |
|||||||||||||
Features of the breast structure |
|||||||||||||
Features of the structure of the abdomen |
|||||||||||||
3. Reflect the signs of similarities in the external structure of insects.
Cards to practical work number 4
Using the definition table of insect detachments, install the insects offered to you, and bring the name of the detachment to the table.
Card number0.
Card number 1
Card number 2.
Insects detachment ________________________________?
Card number 3.
Insects detachment ________________________________?
Card number 4.
Insects detachment ________________________________?
Card number 5.
Insects detachment ________________________________?
Card number 6.
Insects detachment ________________________________?
Card number 7.
Insects detachment ________________________________?
Card number 8.
Insects detachment ________________________________?
Card number 9.
Insects detachment ________________________________?
Laboratory work number 7.
"Detection of adaptations in animals to the habitat of the NSO"
Purpose: Examine the features of devices in NSO animals to the habitat.
Equipment: Pictures of animals of various habitats.
Progress
1. Determine the animal habitat offered to you in the drawings.
2. Remove the features of the habitat.
3. Fill in Table
4. Take a conclusion about possible animal fixtures to environmental conditions.
Laboratory work number 8.
"Pet Recognition"
Purpose: Learn to recognize pets, identify their significance for a person.
Equipment: Domestic and wild animal drawings.
Progress
From the list (1-15), select the numbers of those pictures on which pets are depicted. Fill the table.
Laboratory work number 9.
"Recognition of animals of different types"
Purpose:learn to recognize multicellular animals of different types of external structure.
Equipment:pictures of animals.
Progress
1. Consider the drawings of representatives of multicellular animals, determine their name and affiliation to type. Fill the table.
2. To schedule one of the representatives.
View - Home Dog
Rod -
Family -
Squad -
Class -
A type -
Kingdom -
Laboratory work number 10.
"The recognition of organs and organs of organs in animals"
Purpose:learn to recognize organs of organs, the organs of their components in animals.
Equipment:pictures of animal organs.
Progress
1. Consider the drawings, determine which number is shown a specific system, bring to the table.
| № | System name | Their components | Functions |
| Motor Museum Blood Respiratory Separation Paul Nervous Endocrine |
A - Heart and vessels B - ovaries and seeds In - skeleton and muscles G - stomach, intestines, ... D - kidney, bladder, ... E - glands allocating hormones Well - trachea, gills, lungs, ... S - head and spinal cord, nerves |
1 - admission to the organism of oxygen, removal of carbon dioxide. 2 - support, protection of internal organs, movement. 3 - Removal of liquid metabolic products. 4 - reproduction 5 - Transport substances in the body. 6 - digestion of food and suction of nutrients in blood 7 - coordination and regulation of the body's activities. |
2. Find compliance: the name of the systems is the organs of their components - and their functions.
Musculoskeletal system -
Circulatory system -
Respiratory system -
Selective system -
Sex system -
Nervous system -
Endocrine system -
Budget educational institution
secondary vocational education of the Vologda region
"Belozersky Industrial-Pedagogical College"
Set of practical
(Laboratory) works
educational discipline
ODP.20 "Biology"
for profession 250101.01 "Forestry Master"
Belozersk 2013
A set of practical (laboratory) works of academic discipline ODP.20 "Biology" was developed on the basis of the standard of medium (full) general education on biology, programs on biology learning discipline for profession 250101.01 "Forestry Master"
Developer organization: Bow SPO in "Belozersky Industrial-Pedagogical College"
Developers: Biology teacher Veselova A.P.
Considered on PCC
Introduction
This collection of laboratory (practical) works is intended as a methodological manual when conducting laboratory (practical) works under the program of the educational discipline "Biology", approved by profession 250101.01 "Forestry Master"
Requirements for knowledge and skills when performing laboratory (practical) works
As a result of the implementation of laboratory (practical) works provided for by the program under this academic discipline, the current control of individual educational achievements is carried out.
Learning results:
The student must know:
the main provisions of biological theories and patterns: cell theory, evolutionary teaching, laws of Inendel, the patterns of variability and heredity;
the structure and functioning of biological objects: cells, pattern structures and ecosystems;
biological terminology and symbolism;
should be able to:
explain the role of biology in the formation of scientific worldview; contribution of biological theories into the formation of a modern natural-scientific picture of the world; The influence of mutagens on plants, animals and man; relationships and interaction of organisms and the environment;
solve elementary biological tasks; make elementary crossing schemes and diagrams of substances transfer and energy transmission in ecosystems (power circuit); describe the features of species by morphological criteria;
identify the adaptations of organisms to the habitat, sources and the presence of mutagens in the environment (indirectly), anthropogenic changes in their locality ecosystems;
compare biological objects: the chemical composition of the bodies of living and inanimate nature, germs of man and other animals, natural ecosystems and agroecosystems of their locality; and draw conclusions and generalizations based on comparison and analysis;
analyze and evaluate various hypotheses about the essence, the origin of life and humans, the global environmental problems and their decisions, the consequences of their own activities in the environment;
study changes in ecosystems on biological models;
find information on biological objects in various sources (textbooks, reference books, popular science publications, computer bases, Internet resources) and it is critical to evaluate it;
Rules for performing practical work
The student must perform practical (laboratory) work in accordance with the assigned task.
Each studying after performing the work should submit a report on the work done with the analysis of the results obtained and the output.
The work report should be carried out in notebooks for practical (laboratory) works.
Tables and drawings should be performed using drawing tools (ruler, circulatory, etc.) with a pencil with compliance with ECCD.
The calculation should be carried out with an accuracy of two significant digits.
If the student has not fulfilled practical work or part of the work, it can perform the work or the remaining part in the after-school time, consistent with the teacher.
8. Evaluation of practical work The study receives, taking into account the period of performance, if:
calculations are performed correctly and in full;
the analysis of the work done and the conclusion on the results of work;
the student may explain the execution of any phase of work;
the report is made in accordance with the requirements for the performance of work.
A test for laboratory (practical) workshops receives, subject to the fulfillment of all the work provided by the work program, after the work of work reports in obtaining satisfactory estimates.
List of laboratory and practical work
Laboratory work number 1 " Observation of plants and animal cells under a microscope on ready-made microspections, comparison them. "
Laboratory work number2 "Cooking and a description of plants cell microprets"
Laboratory work number 3 "Identification and description of the signs of similarity of the germ and other vertebrates as proof of their evolutionary kinship "
Practical work number 1 "Drawing up the simplest monohybrid crossing schemes "
Practical work number 2 "Drawing up the simplest digital crossing schemes "
Practical work number 3 " Solution of genetic tasks "
Laboratory work number 4 "Analysis of phenotypic variability "
Laboratory work number 5 " Identification of mutagens in the environment and an indirect assessment of the possible impact on the body "
Laboratory work number 6 "A description of the individuals of one type of morphological criterion ",
Laboratory work number 7 "Device of organisms to different habitats (to water, ground-air, soil) "
Laboratory work number 8 "
Laboratory work number 9 "
Laboratory work number 10 A comparative description of one of the natural natural systems (for example, forests) and some agroecosystem (for example, wheat field).
Laboratory work number 11 Drawing up the transmission schemes of substances and energy by supply chains in the natural ecosystem and in agrocenosis.
Laboratory work number 12 Description and practical creation of an artificial ecosystem (freshwater aquarium).
Practical work number 4 "
Excursions "
Excursions
Laboratory work number 1
Subject: "Observation of plants and animal cells under a microscope on ready-made microcreparations, their comparison."
Purpose: Consider cells of various organisms and their tissues under a microscope (recalling the main techniques of work with the microscope), recall the main parts visible in the microscope and compare the structure of the cells of plant, mushroom and animal organisms.
Equipment: microscopes, ready-made microtapers of vegetable (leather scales of bow), animal (epithelial tissue - cells of the oral mucosa), mushroom (yeast or mold mushrooms) cells, tables about the structure of plant, animal and mushroom cells.
Progress:
consider the cooked (finished) microscopes of plant and animal cells.
draw on one plant and animal cell. Sign them the main parts visible in the microscope.
compare the structure of plant, mushroom and animal cells. Comparison with the help of a comparative table. Make a conclusion about the complexity of their structure.
make a conclusion based on your knowledge you have, in accordance with the purpose of work.
Control questions
What does the similarity of the cells of plants, mushrooms and animals? Give examples.
What are the differences between the cells of representatives of various kingdoms of nature? Give examples.
Write down the main positions of the cell theory. Mark which of the provisions can be justified by the work done.
Output
Laboratory work number 2
Theme "Cooking and Description of Plant Cell MicroPreparations"
TARGET: Secure the skills to work with a microscope, conduct observations and explain the results obtained.
Equipment: Microscopes, microcreparations, subject and coating windows, glasses with water, glass wands, weak yodine tincture, onion and element.
Progress:
All living organisms consist of cells. All cells besides bacterial built according to the Unified Plan. Cell shells first saw R.Guk in the 16th century, considering sections of plant and animal fabrics under a microscope. The term "cage" was established in biology in 1665.
Cell study methods are different:
methods of optical and electron microscopy. The first microscope was designed by R. Big 3 centuries ago, giving an increase to 200 times. The light microscope of our time increases to 300 times or more. However, such an increase is not enough to see cellular structures. Currently, an electronic microscope is used, increasing items in tens and hundreds of thousands of times (up to 10,000,000).
Microscope structure: 1. Focus; 2.Tubus; 3. lens; 4.Merkalo; 5.Stat; 6. Weight; 7.Stolik; 8.Vinte
2) Chemical research methods
3) cell culture method on liquid nutrient media
4) Microsurgery Method
5) Differential centrifugation method.
The main provisions of the modern cell theory:
1. Structure. The cell is a living microscopic system consisting of kernel, cytoplasm and organoids.
2. Protecting the cell. New cells are formed by dividing previously existing cells.
3. Cell features. The cell is carried out:
Metabolism (a combination of repeated, reversible, cyclic processes - chemical reactions);
Reversible physiological processes (intake and release of substances, irritability, movement);
Irreversible chemical processes (development).
4. Bleet and organism. The cell can be an independent organism that fulfills the fullness of vital processes. All multicellular organisms consist of cells. The growth and development of the multicellular organism is a consequence of growth and reproduction of one or several source cells.
5. Cell evolution. The cellic organization arose at the dawn of life and passed a long path of development from nuclear forms to nuclear unicellular and multicellular organisms.
Completing of the work
1. Examine the structure of the microscope. Prepare a microscope to work.
2. Prepare the scales of the scales of flashes.
3. Consider the microscope under the microscope first on a small magnification, then on large. Draw a plot of several cells.
4. On one side of the covering glass, apply a few drops of the NaCl solution, and on the other hand, pull the water with filter paper.
5. Consider the micro-product, pay attention to the phenomenon of plasmolysis and sketch a plot with several cells.
6. On the one hand, apply a few drops of water from the coating glass, and on the other hand, pull the water with filter paper, flushing the plasmolating solution.
7. Consider a microscope first at a small magnification, then on large, pay attention to the phenomenon of deplasmolysis. Draw a plot of several cells.
8. Draw the structure of the plant cell.
9. Compare the structure of plant and animal cells according to the light microscope. Results bring to the table:
Cells
Cytoplasm
Core
Dense cell shell
Platids
float
animal
Control questions
1. What functions of the outer cell membrane are set at the phenomenon of plasmolysis and deplasmolysis?
2. Explain the causes of the water loss of cytoplasm cell in the salt solution?
3. What are the functions of the main organides of the plant cell?
Output:
Laboratory work number 3
Topic: "Detection and description of the signs of similarity of the germs of man and other vertebrates as proof of their evolutionary kinship"
Purpose: reveal the features of the similarity and differences of vertebrate embryos at different stages of development
Equipment : Collection of "Verbs"
Progress
1. Up the article "Embryology" (p. 154-157) in the textbook Konstantinova V.M. "General Biology".
2. Consider Figure 3.21 on C. 157 textbook Konstantinova V.M. "General Biology".
3. The results of the analysis features and differences will enlist in Table No. 1.
4. Take the conclusion about the similarities and differences of vertebrate embryos at different stages of development.
Table number 1. Damage features and differences of vertebrate embryos at different stages of development
Who owns germs
The presence of tail
Nasal grown
Front limbs
Air bubble
The first stage
a fish
lizard
rabbit
human
Second stage
a fish
lizard
rabbit
human
Third stage
a fish
lizard
rabbit
human
Fourth Stage
a fish
lizard
rabbit
human
Questions for control:
1. Give the definition of rudiments, atavism, give examples.
2. At what stages of the development of ontogenesis and phylogenesis are similarities in the structure of the embryos, and where the differentiation begins
3. Name the ways of biological progress, regression. Explain their meaning, give examples.
Output:
Practical work number 1
Topic: "Drawing up the simplest monohybrid crossing schemes"
Purpose: Learn to make the simplest monohybrid crossing schemes based on the proposed data.
Equipment
Progress:
2. Collective analysis of tasks for monohybrid crossing.
3. Independent solving problems on monohybrid crossing, describing the decision of the solution in detail and formulate a full response.
Tasks for mono-librid crossing
Task number 1. Cattle has a gene resulting black wool color, dominates the genome determining red color. What offspring can we expect from the crossing of a homozygous black bull and a red cow?
We will analyze the solution to this task. Initially, we introduce notation. In genetics for genes, alphabetic symbols were adopted: dominant genes denote by capital letters, recessive - line. The black color gene is dominated, so it is denoted by A. Men Red Coloring Wool Recessive - a. Consequently, the genotype of the black homozygous bull will be AA. What is the genotype of a red cow? It has a recessive sign that can manifest a phenotypically in a homozygous state (organism). Thus, its genotype AA. If in the genotype of the cow was at least one dominant gene A, then she would not have red wool. Now that genotypes of parental individuals are determined, it is necessary to compile a scheme of theoretical crossing
Black Bull forms one type of weights according to the genuine - all genital cells will contain only gene A. For the convenience of counting, we write only the types of weights, and not all sex cells of this animal. The homozygous cow also has one type of Games - a. When merging such games, one, the only possible genotype - AA, i.e. All offspring will be uniformly and will bear a sign of a parent who has a dominant phenotype - black bull ..
Raa * AA
G A A.
F AA
Thus, you can write down the following answer: when crossing the homozygous black bull and the red cow in the offspring, you should expect only black heterozygous calves
The following tasks should be solved on their own, describing in detail the course of the solution and formulating a complete answer.
Task # 2. What offspring can be expected from crossing the cow and bull, heterozygous wool painting?
Task # 3. In guinea pigs, rigging wool is determined by the dominant genome, and smooth - recessive. The crossing of two swirls between themselves gave 39 individuals with fascinating wool and 11 smooth-haired animals. How many individuals having a dominant phenotype should be homozygous on this basis? The guinea pig with a swirl wool when crossing with a person with smooth wool gave in the offspring of 28 vortexes and 26 smooth-haired descendants. Determine the genotypes of parents and descendants.
Output:
Practical work number 2
Topic: "Drawing up the simplest diaig design schemes"
Purpose:
Equipment : Tutorial, Notebook, Terms of Tasks, Handle.
Progress:
1. Remember the basic laws of inheritance of signs.
2. Collective analysis of tasks for dihybrid crossing.
3. An independent solution to the problems of dihybrid crossing, describing in detail the decision of the solution and formulate a full response.
Task # 1. Write the gamets of organisms with the following genotypes: AAVA; aabb; Aai; AAVR; AAVA; Aabb; AAV; AAVVSS; Aajss; AAVSS; AAVSS
We will analyze one of the examples. When solving such tasks, it is necessary to be guided by the law of purity of Games: Gameta genetically cleaned, since only one gene from each allelic pair falls into it. Take, for example, a person with AAVBSS genotype. From the first pair of genes - pairs A - in each sex cell falls in the process of meiosis or gene A, or gene a. In the same Games from the pair of genes in, located in another chromosome, the gene in or b is entered. The third steam is also in each sex cell supplying a dominant gene with or his recessive allele - with. Thus, Gameta may contain either all dominant genes - ABC, or recessive - ABC, as well as their combinations: ABC, ABC, ABE, ABC, ABC, and BS.
In order not to be mistaken in the amount of grants formed by the body with the studied genotype, it is possible to use the formula n \u003d 2n, where n is the number of types of Games, and n is the number of heterozygous pairs of genes. In the correctness of this formula, it is easy to verify examples: the aa heterosigot has one heterozygous pair; Consequently, n \u003d 21 \u003d 2. It forms two grades: a and a. DiGeterosigotaAvoAvo contains two heterozygous pairs: n \u003d 22 \u003d 4, four types of Games are formed: AB, AB, AB, AB. AAVSS triheterosigot in accordance with this should form 8 varieties of genital cells n \u003d 23 \u003d 8), they are already discharged above.
Task # 2. In cattle, the rival gene is dominated over the height genome, and the black wool gene is over the red color genome. Both pairs of genes are in different pairs of chromosomes. 1. What are the calves, if we crossed the heterozygous on both pairs of signs of the bull and a cow?
Additional tasks for laboratory work
On the beverserum received the rating of 225 minks. Of these, 167 animals have brown fur and 58 mink bluish-gray color. Determine the genotypes of the source forms, if it is known that the brown color gene dominates the genome determining the bluish-gray wool color.
In humans, the brick genus is dominated over the genome due to blue eyes. Blue-eyed man, one of whose parents had a brown eyes, married a carbohylase woman, who had a father to be a brown eyes, and the mother was blue. What offspring can you expect from this marriage?
Albinism is inherited in humans as a recessive sign. In the family, where one of the spouses Albino and the other has pigmented hair, there are two children. One child albino, the other - with painted hair. What is the probability of the birth of the next child-albino?
Dogs have black wool color dominates coffee, and short wool - over long. Both pairs of genes are in different chromosomes.
What percentage of black short-haired puppies can be expected from crossing two individuals, heterozygous on both grounds?
The hunter bought a black dog with short hair and wants to be sure that it does not carry genes of long coffee wool. What partner in the phenotype and genotype should be chosen for crossing to check the genotype of the purchased dog?
A person has a recessive gene and detects innocent deafness. Hereditary deaf-and-dumb man married a woman having a normal rumor. Is it possible to determine the genotype of the mother of the child?
From the yellow pea seed, a plant was obtained, which gave 215 seeds, of which 165 yellow and 50 green. What are the genotypes of all forms?
Output:
Practical work number 3
Topic: "Solution of genetic tasks"
Purpose: Learn to make up the simplest diagrams of digibrid crossing based on the proposed data.
Equipment : Tutorial, Notebook, Terms of Tasks, Handle.
Progress:
Task number 1. Write the gates of organisms with the following genotypes: AAVA; aabb; Aai; AAVA; AAVA; Aabb; AAV; AAVVSS; Aajss; AAVSS; AAVSS
We will analyze one of the examples. When solving such tasks, it is necessary to be guided by the law of purity of Games: Gameta genetically cleaned, since only one gene from each allelic pair falls into it. Take, for example, a person with AAVBSS genotype. From the first pair of genes - pairs A - in each sex cell falls in the process of meiosis or gene A, or gene a. In the same Games from the pair of genes in, located in another chromosome, the gene in or b is entered. The third steam is also in each sex cell supplying a dominant gene with or his recessive allele - with. Thus, Gameta may contain either all dominant genes - ABC, or recessive - ABC, as well as their combinations: ABC, ABC, ABE, ABC, ABC, and BS.
In order not to be mistaken in the amount of grants formed by the body with the studied genotype, it is possible to use the formula n \u003d 2n, where n is the number of types of Games, and n is the number of heterozygous pairs of genes. In the correctness of this formula, it is easy to verify examples: the aa heterosigot has one heterozygous pair; Consequently, n \u003d 21 \u003d 2. It forms two grades: a and a. DiGeterosigot AaV contains two heterozygous pairs: n \u003d 22 \u003d 4, four types of Games are formed: AB, AB, AB, AB. AAVSS triheterosigot in accordance with this should form 8 varieties of genital cells n \u003d 23 \u003d 8), they are already discharged above.
Task number 2.. In cattle cattle, the rival gene is dominated over the height genome, and the black coat gene is over the red color gene. Both pairs of genes are in different pairs of chromosomes.
1. What are the calves, if we crossed the heterozygous on both pairs
signs of bull and cow?
2. What offspring should be expected from crossing the black comole bull, heterozygous on both pairs of signs, with a red horned cow?
Task number 3.. Dogs have black wool color dominates coffee, and short wool - over long. Both pairs of genes are in different chromosomes.
1. What percentage of black short-haired puppies can be expected from crossing two individuals, heterozygous on both grounds?
2. The hunter bought a black dog with a short wool and wants to be sure that it does not carry the genes of long coffee wool. What partner in the phenotype and genotype should be chosen for crossing to check the genotype of the purchased dog?
Task number 4. In humans, the genus of the eye is dominated over the genome determining the development of blue eye painting, and the gene, which causes the ability to better own the right hand, prevails over the genome determining the development of left-handed. Both pairs of genes are located in different chromosomes. What could be children if their parents are heterozygous?
Output
Laboratory work number 4
Subject: "Analysis of phenotypic variability"
Purpose of work: Examine the development of the phenotype, which is determined by the interaction of its hereditary base - genotype with environmental conditions.
Equipment: Dried plants leaves, fruits of plants, potato tubers, line, leaf of milliber paper or in cells.
Progress
Brief theoretical information
Genotype - A combination of hereditary information encoded in genes.
Phenotype - the final result of the manifestation of the genotype, i.e. The combination of all signs of the body formed in the process of individual development in these conditions of the environment.
Variability - The body's ability to change their signs and properties. The variability of phenotypic (modification) and genotypic, to which mutational and combinative (as a result of hybridization) are distinguished.
Reaction rate - limits of the modification variability of this feature.
Mutations - These are changes in the genotype caused by structural changes in genes or chromosomes.
To cultivate a variety of plants or breed breeding, it is important to know how they react to the change in the composition and power mode, temperature, light modes, and other factors.
The detection of the genotype through the phenotype is random and depends on the specific conditions of the medium. But even in these random phenomena, man set certain patterns studied by statistics. According to a statistical method, a variation range can be constructed - this is a number of variability of this feature, which is complicated from the individual version (option - a single expression of the development of a trait), a variational curve, i.e. Graphic expression of variability of a sign that reflects the scope of the variation and the frequency of occurrence of the individual option.
For objectivity, the characteristics of the variability of the feature use the average value that can be calculated by the formula:
Σ (V R)
M \u003d where
M is the average value;
∑ - Sign of summation;
v - option;
p - frequency of occurrence option;
n is the total number of variation variation.
This method (statistist) makes it possible to accurately characterize the variability of one or another sign and is widely used to determine the reliability of the results of observations in a variety of studies.
Completing of the work
1. Measure the line length of the leaf plate in the leaves of plants, the length of the grain, calculate the number of eyes in potatoes.
2. Explore them in order of increasing a sign.
3. Based on the data obtained, build a variability curve of a sign on a millimeter or cellular paper (the length of the sheet plate, the number of eyes on the tubers, the length of the seed, the length of the shells of mollusks). To do this, on the axis of Abcissa, set aside the value of the characteristic of the trait, and along the axis of the ordinate - the frequency of occurrence of the sign.
4. By connecting the intersection points of the axis of the Abcissal axis and the ordinate axis, get a variation curve.
Table 1.
№ instance (in order)
Leaf Length, mm
№ instance (in order)
Leaf Length, mm
table 2
Leaf Length, mm
Leaf Length, mm
The number of leaves with a given length
Length
sheet, mm.
M \u003d _______ mm
Control questions
1. To define modifications, variability, heredity, gene, mutation, reaction rate, variational series.
2. List the types of variability, mutations. Create examples.
Output:
Laboratory work number 5
Topic: "Identification of mutagens in the environment and an indirect assessment of the possible impact on the body"
Purpose of work: Get acquainted with possible sources of mutagenists in the environment, to evaluate their impact on the body and draw up exemplary recommendations to reduce the influence of mutagens on the human body.
Progress
Basic concepts
Experimental studies conducted over the past three decades have shown that a considerable number of chemical compounds has mutagenic activity. Mutagens are found among drugs, cosmetics, chemicals used in agriculture, industry; The list of them all the time is replenished. References and catalogs of Mutagen are published.
1. Mutagens of the production environment.
Chemicals at work make up the most extensive group of anthropogenic environmental factors. The largest number of studies of mutagenic activity of substances in human cells was carried out for synthetic materials and salts of heavy metals (lead, zinc, cadmium, mercury, chromium, nickel, arsenic, copper). Mutagens of the production environment can enter the body with different ways: through the lungs, skin, digestive tract. Consequently, the dose of the resulting substance depends not only on the concentration of it in the air or in the workplace, but also on compliance with personal hygiene rules. The most attention was drawn to synthetic compounds for which the ability to induce chromosomal aberrations (restructuring) and nursing chromatide exchanges not only in the human body was revealed. Such 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 tire and rubber production, the frequency of chromosomal aberrations in the lymphocytes of peripheral blood is increased. The same applies to the fruits of the 8th, 12-week period of pregnancy, obtained from medical abortions in such workers.
2. Chemicals used in agriculture.
Most pesticides are synthetic organic substances. It is almost used about 600 pesticides. They circulate in the biosphere, migrate in natural trophic chains, accumulating in some biocenoses and agricultural products.
Forecasting and prevention of mutagenic hazard of plant protection of plants are very important. And we are talking about increasing the mutation process not only in humans, but also in the plant and animal world. A person contacts chemicals in their production, when applied on agricultural work, it receives small amounts of food with food, water from the environment.
3. Medicinal preparations
Cyticostatics and antimetabolites used to treat oncological diseases and as immunosuppressants have the most pronounced mutagenic effect. A series of antitumor antibiotics (actinomycin D, adriamycin, bleomycin and others) has mutagenic activity. Since most patients applying these drugs have no offspring, as shown by calculations, genetic risk from these drugs for future generations is small. Some medicinal substances are caused in human cell culture chromosomal aberrations in doses corresponding to the real, with which the person contacts. This group includes anticotropic drugs (barbiturates), psychotropic (Klozepin), hormonal (estodiol, progesterone, oral contraceptives), mixtures for anesthesia (chloridine, chloropanopamide). These drugs induce (2-3 times higher than spontaneous level) chromosomal aberrations in people regularly receiving or contacting them.
Unlike cytostatics, there is no confidence that drugs of these groups act on germinal cells. Some drugs, for example, acetylsalicylic acid and amidopyrin increase the frequency of chromosomal aberrations, but only at large doses used in the treatment of rheumatic diseases. There is a group of preparations with a weak mutagenic effect. The mechanisms of their action on chromosome are unclear. Such weak mutagenam include methylxantins (caffeine, theobromin, theophylline, parakzantin, 1-, 3- and 7-methylxantins), psychotropic agents (triphgromezine, mazeptyl, haloperidol), chloralhydrate, antisomomous drugs (Gicanton fluorate, Miracil O), bactericidal and Disinfectants (tripophlavin, hexamethylene-tetramine, ethylene oxide, levamizol, resorcinol, furosemide). Despite their weak mutagenic effect, due to their widespread use, it is necessary to maintain thorough observations of the genetic effects of these compounds. This applies not only to patients, but also medical personnel using drugs for disinfection, sterilization, anesthesia. In this regard, it is impossible to accept unfamiliar drugs without a council with a doctor, especially antibiotics, it is impossible to postpone the treatment of chronic inflammatory diseases, it loosens your immunity and opens the road to mutagenam.
4. Food components.
The mutagenic activity of food prepared in different ways, various food products was studied in experiments on microorganisms and in experiments on the culture of peripheral blood lymphocytes. Last Mutagenic properties have such nutritional supplements such as Sagarin, a derivative of Nitrofuran AR-2 (preservative), a Floxin dye, and others. To substances of food having mutagenic activity, nitrosamines, heavy metals, mycotoxins, alkaloids, some nutritional supplements, and also Heterocyclic amines and aminoimidazoacares that are formed in the process of culinary processing of meat products. The last group of substances includes the so-called pyrolyzate mutagens, isolated originally from fried, rich in protein, products. The content of nitroso compounds in food products varies quite strongly and is due to apparently using nitrogen-containing fertilizers, as well as features of cooking technology and the use of nitrites as preservatives. The presence of nitrogenated compounds was first discovered in 1983 in 1983 when studying the mutagenic activity of soy sauce sauce and pasta from soybeans. Later, the presence of nitrosized precursors in a number of fresh and marinated vegetables was shown. For the formation of mutagenic compounds in the stomach of incoming together with vegetables and other products, it is necessary to have a nitrous component, which protrude nitrites and nitrates. The main source of nitrates and nitrites is food products. It is believed that about 80% of nitrates entering the body - vegetable origin. Of these, about 70% are contained in vegetables and potatoes, and 19% - in meat products. An important source of nitrite is canned products. The human body constantly, along with food, the predecessors of mutagenic and carcinogenic nitroso compounds come.
It can be recommended to use more natural products, avoid canned meat, smoked, sweets, juices and gashed water with synthetic dyes. There are more cabbage, greenery, croup, bread with bran. If there are signs of dysbacteriosis - take bifidumbacterin, lactobacterin and other drugs with "useful" bacteria. They will provide you with reliable protection from Mutagen. If not in order liver - regularly drink choleretic fees.
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. The conclusion was made that 70-95% of cases of lung cancer are associated with tobacco smoke, which is a carcinogen. The relative risk of lung cancer depends on the number of cigarettes smoked, however, the duration of smoking is a more significant factor than the number of daily cigarettes. Currently, much attention is paid to the study of mutagenic activity of tobacco smoke and its components, this is due to the need for a real estimate of the genetic hazard of tobacco smoke.
The cigarette smoke in the gas phase caused in vitro human lymphocytes, mitotic recombins and mutations of respiratory failure in yeast. Cigarette smoke and its condensates induced recessive, linked with floor, lethal mutations in Drosophila. Thus, in studies of the genetic activity of tobacco smoke, numerous data were obtained that the tobacco smoke contains genotoxic compounds that can induce mutations in somatic cells, which can lead to the development of tumors, as well as in genital cells, which may cause inherited defects.
6. Air aerosols
Studying the mutaging of pollutants contained in the smoke (urban) and unnemptuous (rural) air on human lymphocytes in vitro showed that 1 m3 of smoke air contains more mutagenic compounds than unnecessary. In addition, substances are found in the smoke air, the mutagenic activity of which depends on metabolic activation. The mutagen activity of the components of air aerosols depends on its chemical composition. The main sources of air pollution are motor vehicles and thermal power plants, emissions of metallurgical and oil refineries. Extracts of air pollutants cause chromosomal aberrations in human and mammalian cell cultures. The data obtained to date indicate that air aerosols, especially in the smokers, are sources of mutagens entering the human body through respiratory organs.
7. Mutagen in everyday life.
Much attention is paid to the test of dyes for hair. Many components of paints cause mutations in microorganisms, and some in the culture of lymphocytes. Mutagenic substances in food products, in the means of household chemicals, it is difficult to identify due to minor concentrations with which the person contacts real conditions. However, if they induce mutations in germ cells, it will lead to noticeable population effects with time, since each person gets some kind of dose of food and domestic mutagens. It would be wrong to think that this group of Mutagenov appeared only now. Obviously, the mutagenic properties of food (for example, aflatoxins) and the household medium (for example, smoke) were in the early stages of the development of a modern person. However, at present, many new synthetic substances are introduced into our life, it is these chemical compounds that must be safe. Human populations are already burdened by a significant cargo of harmful mutations. Therefore, it would be an error to establish for genetic changes any permissible level, especially since the question of the consequences of population changes as a result of an increase in the mutation process is not yet clear. For most chemical mutagens (if not for all) there is no threshold of action, it can be assumed that the maximum permissible "genetically damaging" concentration for chemical mutagens, as well as the dose of physical factors, should not exist. In general, you need to try less consuming household chemicals, with detergents to work in gloves. When evaluating the risk of mutagenesis that occurs under the influence of environmental factors, it is necessary to take into account the existence of natural antimutagen (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 influence on the human body" Sources and examples of mutagens in the environment Possible consequences on the human body
2. Using text, conclude how seriously your body is exposed to mutagens in the environment and make recommendations to reduce the possible influence of mutagens on your own body.
Laboratory work number 6
Topic: "A description of the individuals of one species on the morphological criterion"
purpose of work : Assimate the concept of "morphological criterion", consolidate the ability to draw up a descriptive characteristic of plants.
Equipment : Herbarium and plant drawings.
Progress
Brief theoretical information
The concept of "kind" was introduced at 17 V. D. Rey. K. Linney laid the foundations of plant and animal systematics, introduced a binary nomenclature to designate the species. All species in nature are subject to variability and really exist in nature. To date, several million species are described, this process continues now. Types are unevenly distributed throughout the globe.
View- A group of individuals with common signs of the structure, the overall origin, freely crossing among themselves, giving a prolific offspring and occupy a certain area.
Often the question arises before the biologists: Does these individuals belong to one type or not? For this, there are strict criteria.
Criterion- This is a sign for which one species is different from the other. They are insulating mechanisms that prevent crossing, independence, independence of species.
The species criteria for which we distinguish between one view from the other, together determine the genetic isolation of species, ensuring the independence of each type and variety of them in nature. Therefore, the study of the species criteria has a decisive importance for understanding the mechanisms of the evolution process occurring on our planet.
1. Consider the plants of two types, write their names, make the morphological characteristics of the plants of each species, i.e., describe the features of their external structure (features of leaves, stems, roots, flowers, fruits).
2. Compare plants of two types, identify the similarities and differences features. What explains the similarities (differences) of plants?
Completing of the work
1. Watch the plants of two types and describe them according to plan:
1) Plant Name
2) Features of the root system
3) features of the stem
4) sheet features
5) Flower Features
6) Fetal Features
2. Create plants of the species described among themselves, identify the traits of their similarity and differences.
Control questions
What additional criteria use scientists to determine the species?
What prevents the crossing of the species among themselves?
Output:
Laboratory work number 7
Topic: "Adaptation of organisms to different habitats (to water, ground-air, soil)"
Purpose: learn to identify the features of the adaptability of organisms to the habitat and establish its relative character.
Equipment: herburning patterns of plants, indoor plants, stuffed or drawings of animals of various habitats.
Progress
1. Width of the habitat of the plant or the animal proposed to you for the study. Resect the features of its adaptability to the habitat. Remit the relative character of fitness. The obtained data enters the table "The fitness of organisms and its relativity".
The fitness of the organisms and its relativity
Table 1
Name
view
Habitat
Damn adaptability to habitat
What is expressed relativity
adaptability
2. After studying all the proposed organisms and fill in the table, on the basis of knowledge about the driving forces of evolution, explain the mechanism of the occurrence of fixtures and write down the general conclusion.
3. Relate the examples of the devices with their character.
White Bear Wool Color
Coloring giraffe
Color bumblebee
Shape of the Body of the Karotnik
Coloring of God's Cow
Bright stains from caterpillars
Orchid flower structure
Exterior Mukho-Burcha
Form of flower mantis
Beething Beetle Bombarder
Protective coloration
Disguise
Mimicry
Warning color
Adaptive behavior
Output:
Laboratory work number 8 "Analysis and evaluation of various hypotheses of the origin of life and man "
Purpose:acquaintance with various hypotheses of the origin of life on Earth.
Progress.
Fill out a table:
Theories and hypothesis
Essence of the theory or hypothesis
Proof of
"The diversity of the theories of the emergence of life on earth."
1. Creationism.
According to this theory, life arose as a result of a supernatural event in the past. It is followed by followers of almost all the most common religious teachings.
The traditional Jewish-Christian idea of \u200b\u200bthe creation of the world, set out in the Book of Genesis, caused and continues to call disputes. Although all Christians recognize that the Bible is the covenant of the Lord People, on the Question of the "Day", mentioned in the Book of Genesis, there are disagreements.
Some believe that the world and all inhabiting his organisms were created in 6 days to 24 hours. Other Christians do not belong to the Bible as a scientific book and believe that the Book of Being is described in the form of the form of the theological revelation on the creation of all living things by the Almighty Creator.
The process of the Divine Creation of the world thinks as the place only once and therefore inaccessible to observation. This is enough to endure the entire concept of divine creation beyond scientific research. Science is engaged only by those phenomena that is observed, and therefore it will never be able to prove nor refute this concept.
2. The theory of inpatient state.
According to this theory, the Earth never arose, but existed forever; It is always able to support life, and if it changed, it is very small; Views also existed always.
Modern dating methods provide increasingly high estimates of the age of the Earth, which allows supporters of the theory of stationary state to believe that land and species have always existed. Each view has two possibilities or a change in the number, or extinction.
Supporters of this theory do not recognize that the presence or absence of certain fossil residues may indicate at the time of the appearance or extinction of one or another species, and lead as an example of a representative of cyzer fish - Latimeria. According to paleontological data, the cyzerly extinct about 70 million years ago. However, this conclusion had to be reviewed when the living representatives of the cyselves were found in the Madagascar area. Supporters of the theory of stationary state argue that, only studying the living species and comparing them with fossil residues, it can be conclusted about extinction, and then he may be wrong. The sudden appearance of any fossil species in a certain reservoir is explained by an increase in the number of its population or moving to places favorable to save residues.
3. Pains theory.
This theory does not offer any mechanism to explain the primary occurrence of life, but puts forward an idea of \u200b\u200bits extraterrestrial origin. Therefore, it cannot be considered the theory of life occurrence as such; She simply transfers the problem into some other place in the universe. The hypothesis was put forward by Y. Libik and Richter in the middle XIX. century.
According to the Hypothesis of Parisermia, life is forever and transferred from the planet on the planet meteorites. The simplest organisms or their disputes ("Life Seeds"), falling on a new planet and finding favorable conditions here, multiply, giving the beginning of evolution from the simplest forms to complex. It is possible that life on Earth originated from a single colony of microorganisms abandoned from space.
To justify this theory, multiple appearances of UFOs, rock paintings of objects similar to missiles and "cosmonauts" are used, as well as reports of allegedly about meetings with aliens. When studying materials of meteorites and comets, many "predecessors of living" were discovered in them, such substances such as cyanogens, blue acid and organic compounds, which may have played the role of "seeds" who have fallen on bare land.
Supporters of this hypothesis were laureates of the Nobel Prize F. Creek, L. Orgel. F. Creek was based on two indirect evidence:
universality of the genetic code;
the need for normal metabolism of all living beings of molybdenum, which is now found on the planet extremely rarely.
But if life arose not on earth, how did she arise outside it?
4. Physical hypotheses.
The physical hypotheses is based on the recognition of the indigenous differences in the living agent from the non-living. Consider the hypothesis of the origin of life, nominated in the 30s of the XX century V. I. Vernadsky.
The views on the essence of life led Vernadsky to the conclusion that it appeared on the ground in the form of the biosphere. Native, fundamental features of the living matter require no chemical, but physical processes for its occurrence. It should be a kind of catastrophe, the shock of the foundations of the universe.
In accordance with the hypothesis of the formation of the Moon in the 1960s of the 20th century, as a result of a separation from the Earth, the substance filling the Pacific, Vernadsky suggested that this process could cause a spiral, vortex movement of a terrestrial substance that was no longer repeated.
The Vernadsky origin of life was comprehended on the same scale and time intervals as the emergence of the most universe. With a catastrophe, the conditions suddenly change, and live and non-fatty matter arise from the protomateria.
5. Chemical hypotheses.
This group of hypotheses is based on the chemical specialist of life and binds its origin with the history of the Earth. Consider some of the hypothesis of this group.
At the origins of the history of chemical hypothesis stood review E. Geckel.Geckel believed that he first under the action of chemical and physical reasons appeared carbon compounds. These substances were not solutions, but the suspension of small lumps. Primary lumps were capable of accumulating different substances and growth, followed by division. Then the nuclear-free cell appeared - the initial form for all living beings on Earth.
A certain step in the development of chemical hypotheses of Abiogenesis has become concept A. I. Oparin,nominated in 1922-1924. XX century. Oparin hypothesis is a synthesis of darwinism with biochemistry. According to Oparina, heredity became a consequence of selection. In the hypothesis of Oparin, the desired will be given for valid. At first, her features of life are reduced to the exchange of substances, and then its modeling is declared a solid riddle of the occurrence of life.
Hypothesis J. Barpadit assumes that the abigeneously arising small nucleic acid molecules from several nucleotides could immediately connect to the amino acids they encode. In this hypothesis, the primary live system seems like a biochemical life without organisms, performing self-reproduction and metabolism. Organisms, according to J. Bernal, appear secondary, in the course of the separation of individual sections of such biochemical life with the help of membranes.
As the last chemical hypothesis of life on our planet, consider hypothesis G. V. Voytkevich,nominated in 1988. According to this hypothesis, the occurrence of organic substances is transferred to outer space. In specific conditions of space, the synthesis of organic substances is under construction (numerous orpanic substances found in meteorites - carbohydrates, hydrocarbons, nitrogen bases, amino acids, fatty acids, etc.). It is possible that nucleotides and even DNA molecules could have been formed in cosmic expanders. However, according to Vaultkevich, the chemical evolution on most planets of the solar system turned out to be frozen and continued only on Earth, finding suitable conditions there. When cooled and condensation of gas nebula on the primary land, the entire set of organic compounds was. Under these conditions, the living substance appeared and condensed around the resulting abigeneous DNA molecules. So, on the hypothesis of Voytkevich initially, the biochemical life appeared, and during its evolution, individual organisms appeared.
Control questions:: What theory do you personally hold? Why?
Output:
Laboratory work number 9
Subject: "Description of anthropogenic changes in natural natural landscapes of its locality "
Purpose: reveal anthropogenic changes in the ecosystems of the area and evaluate their consequences.
Equipment: Red Plant Book
Progress
1. Read about the types of plants and animals listed in the Red Book: disappearing, rare, reduce the number of your region.
2. What types of plants and animals that disappeared in your area are.
3. Give examples of human activity that reduce the number of species populations. Explain the reasons for the unfavorable influence of this activity, using knowledge of biology.
4. Take the conclusion: what types of human activity leads to a change in ecosystems.
Output:
Laboratory work number 10
Topic: Comparative description of one of the natural natural systems (for example, forests) and some agroecosystem (for example, wheat field).
purpose : it will identify the similarities and differences in natural and artificial ecosystems.
Equipment : tutorial, Tables
Progress.
2. Fill out the table "Comparison of natural and artificial ecosystems"
Signs of comparison
Natural ecosystem
Agrocenosis
Methods of regulation
Species diversity
Density of species populations
Energy sources and their use
Productivity
Circuit of substances and energy
Ability to withstand changes
3. Make outputon the measures necessary to create sustainable artificial ecosystems.
Laboratory work number 11
Subject: Drawing up the transmission diagrams of substances and energy by supply chains in the natural ecosystem and in agrocenosis.
Purpose: Secure the ability to correctly determine the sequence of organisms in the food chain, to draw up a trophic network, build a biomass pyramid.
Progress.
1. Name the organisms that should be on the missed location of the following food chains:
From the proposed list of living organisms to make a trophic network: grass, berry shrub, fly, tit, frog, so, hare, wolf, bacteria rotting, mosquito, grasshopper. Specify the amount of energy that goes from one level to another.
Sign of energy transition rule from one trophic level to another (about 10%), build the biomass pyramis of the third food chain (task 1). Plant biomass is 40 tons.
Control questions: What reflects the rules of environmental pyramids?
Output:
Laboratory work number 12
Subject: Description and practical creation of an artificial ecosystem (freshwater aquarium).
purpose : on an example of an artificial ecosystem, trace changes occurring under the influence of environmental conditions.
Progress.
What conditions must be observed when creating an aquarium ecosystem.
Describe aquarium as an ecosystem, indicating abiotic, biotic environmental factors, ecosystem components (producers, consversions, relegates).
Make the food chains in the aquarium.
What changes can occur in the aquarium if:
fall straight sun rays;
a large number of fish lives in the aquarium.
5. Take the conclusion about the consequences of changes in ecosystems.
Output:
Practical work number
Subject " Solving environmental problems "
Purpose of work:create conditions for the formation of skills to solve the simplest environmental tasks.
Progress.
Solving tasks.
Task number 1.
Evil rule of ten percent, calculate how much the grass needs, so that one eagle weighing is 5 kg (food chain: grass - the hare - Eagle). Conventionally, only representatives of the previous level will always be eaten on each trophic level.
Task number 2.
On the territory of 100 km 2 annually produced partial logging of forests. At the time of the organization, 50 moose was noted on this territory of the reserve. After 5 years, the number of moose increased to 650 heads. After another 10 years, the number of moose decreased to 90 goals 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 number 3.
The total content of carbon dioxide in the Earth's atmosphere is 1100 billion tons. It is established that in one year the vegetation assimilates almost 1 billion tons of carbon. Approximately the same amount is released into the atmosphere. Determine how many years the entire carbon atmosphere will be held through the organisms (the atomic weight of carbon -12, oxygen - 16).
Decision:
We calculate how many tons of carbon is contained in the Earth's atmosphere. We compile a proportion: (molar mass of carbon oxide M (CO 2) \u003d 12 t + 16 * 2T \u003d 44 ton)
In 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 \u003d 12 / x;
X \u003d 1 100 000 000 000 * 12/44;
X \u003d 300 000 000 000 tons
In the modern atmosphere of the Earth there is 300,000,000,000 tons of carbon.
Now it is necessary to find out for what time the amount of carbon will "pass" through live plants. To do this, it is necessary to divide the result on the annual consumption of carbon with plants of the Earth.
X \u003d 300 000 000 000 t / 1 000 000 000 tons per year
X \u003d 300 years.
Thus, the entire carbon atmosphere for 300 years will be fully assimilated by plants, it will give them an integral part and again will fall into the atmosphere of the Earth.
Excursions "Natural and artificial ecosystems of their area "
Excursions
Variety of species. Seasonal (spring, autumn) changes in nature.
The variety of varieties of cultivated plants and domestic breeds, methods of their excretion (selection station, tribal farm, agricultural exhibition).
Natural and artificial ecosystems of their area.
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