Practical part on the final certification of 9th grade students
in the course "Biology"
Laboratory work No. 1
Topic: Studying the structure of plant and animal cells under a microscope
Purpose of the work: get acquainted with the structural features of plant and animal cells, show the fundamental unity of their structure.
Equipment: microscope , onion scale skin , epithelial cells from the human oral cavity, teaspoon, cover glass and slide glass, blue ink, iodine, notebook, pen, pencil, ruler
Hypothesis: I assume that there are similarities in the structure of plant and animal cells, but there will also be differences in structure, because Plants and animals differ in the type of food they eat.
Work progress:
1. I separated a piece of the skin covering it from the scales of the bulb and placed it on a glass slide.
2. Apply a drop of a weak aqueous solution of iodine to the preparation. Cover the preparation with a cover glass.
3. Using a teaspoon, I removed some mucus from the inside of my cheek.
4. Placed the mucus on a glass slide and colored it with blue ink diluted in water. Cover the preparation with a cover glass.
5. Examined both preparations under a microscope.
6. Enter the comparison results in tables 1 and 2.
7. Draw a conclusion about the work done.
Option #1.
Table No. 1 “Similarities and differences between plant and animal cells.”
| Features of cell structure | plant cell | animal cell |
| Drawing | 1. Membrane (regulates the entry and release of substances) 2. Cytoplasm (percent of life) 3. Nucleus (regulates cell functions) 4. Vacuole 5. Mitochondria (produce energy from B, F, HC) 6. Nucleolus 7. Nuclear juice (karyoplasm ) 8 Chromosomes (rod-shaped, hereditary information) 9. Proteins, fats, carbohydrates. | |
| Similarities | Cell membrane Cytoplasm Nucleus | |
| Features of difference | 1. Dense cell wall (cellulose, fiber), membrane. 2. There are plastids (chloro-, chromo-, leucoplasts) 3. There is a real vacuole | 1. Thin cell membrane 2. There are mitochondria - ATP is formed (a universal source of energy) 3. There are no true vacuoles |
Option number 2.
Table No. 2 " Comparative characteristics plant and animal cells."
| What did they take? | What did you do? | What did you observe? | Explanations |
| 1. A piece of onion skin, a glass slide, iodine water. 2. A teaspoon of mucus (epithelial cells) from the inside of the cheek | They removed the skin from the onion, placed it on a glass slide, covered it with a coverslip, and examined it under a microscope. I used a teaspoon to remove some mucus from the inside of my cheek. I placed the mucus on a glass slide and colored it with blue ink diluted in water. Cover the preparation with a cover glass | Round cells tightly adjacent to each other with a dense cell wall, nucleus, vacuole and internal contents with organelles. Cells different shapes, with a thin membrane, inside the nucleus and organelles - no vacuole, no plastids. | A plant cell has a dense cell wall, a nucleus, cytoplasm with plastids, a vacuole, because plants are autotrophs, they synthesize organic substances (glucose) from inorganic substances (CO2 and H2O). An animal cell has a thin membrane (metabolism), unstable shape, contains mitochondria - they form ATP when broken down nutrients, there are no true vacuoles, because metabolism is intense, metabolic products are excreted and do not accumulate in the cell, like in plants.. |
4. State your conclusion.
Conclusion: Indeed, the cells of plants and animals have similarities - the presence of a cell membrane (membrane), internal contents (cytoplasm) and a nucleus, which is explained by the common origin of living organisms (remember Oparin’s theory, the evolution of inorganic substances, the coacervate theory). But there are also differences that are explained by different evolutionary paths of organisms, different types of nutrition (autotrophs, heterotrophs), in various ways extracting energy from nutrients, as well as adaptations to different living conditions. __________________________________________________________________________________________________________________________________________________________
Laboratory work No. 2
Topic: Properties of the cytoplasmic membrane. Observation of the phenomenon of plasmolysis and deplasmolysis.
Target: verify the existence of the phenomenon of plasmolysis and deplasmolysis in living plant cells and the speed of physiological processes.
Equipment: microscopes, slides and cover glasses, glass rods, glasses of water, filter paper, table salt solution, onions.
Hypothesis: I assume that in a solution of table salt a cell will undergo changes associated with different concentrations of substances in the solution and the internal contents of the cell.
FORMS AND MEANS OF CONTROL (grade 6)
Laboratory work No. 1
Subject: "Structure of cells of living organisms"
Target: learn to prepare microslides; make sure of the cellular structure of living organisms; compare cells of different organisms, identify similarities and differences.
Equipment and facilities: microscope, a set of laboratory equipment (slide and cover glass, dissecting needle, tweezers, pipette, spatula), iodine solution, napkin, juicy onion scales, elodea leaf.
Work progress
1. Prepare a microslide of onion scale skin.
■ Wipe the slide with a napkin.
■ drop 1-2 drops of iodine solution on it.
■ Using a dissecting needle, carefully remove a small piece of skin from inner surface juicy onion scales.
■ place the peel in a drop of iodine solution, straighten it with a dissecting needle and cover with a coverslip.
2.Prepare the microscope for use.
3. Examine the preparation under a microscope.
■ Draw a group of cells, showing their shape and relative position.
■ Take a close look at one cell. Find the shell, cytoplasm and nucleus in it. Examine the vacuoles.
■ Draw a large sketch of one of the cells and label the names of its main parts.
4. Prepare a microslide of an Elodea leaf.
■ Place an Elodea leaf in a drop of water on a glass slide, straighten it with a dissecting needle and cover with a coverslip.
■ Examine the preparation under a microscope. Pay attention to the shape and color of the cells. There are nuclei in living Elodea cells, but usually they cannot be seen.
Conclusion. Onion skin cells and elodea leaf cells are similar in that they have the same parts:_______________
Elodea leaf cells and onion skin cells are different________
Additional part
5. Prepare a preparation of oral cells.
■ With a spoon or spatula, rub with light pressure along the gums, palate or inner surface of the cheek, and dead cells will appear in a drop of saliva.
■ place a drop of saliva on a glass slide in a drop of iodine solution and cover with a coverslip.
■ examine the specimen under a microscope, try to find flat, irregularly shaped cells with a clearly visible nucleus.
Conclusion. The cells of the studied organisms are similar in that each of them contains ________________________
This similarity can be explained by______________
Laboratory work No. 2
Subject: « Tissues of plant organisms"
Target: learn to recognize plant tissues on micropreparations and identify essential features of tissues.
Equipment: microscope, micropreparations on plant anatomy
Work progress
1. Consider the structure of plant tissues in the textbook drawings.
3. Examine microslides. Find the integumentary, mechanical, educational, basic, and conductive tissues on them.
4. Draw small fragments of microslides so that the tissues you see can be recognized from your drawing.
5. Using the pictures and text from the textbook, fill out the table
Fabric name
Structural features
What forms in the body?
What functions does it perform?
6. Conclusion.
Laboratory work No. 3
Subject: « Tissues of animal organisms"
Target : learn to recognize animal tissues in drawings and microscopic preparations and identify distinctive features each type of fabric.
Equipment: microscope, micropreparations of animal tissues.
Work progress
1 . Look at the drawings of animal tissues in the textbook.
2. Prepare the microscope for use.
3. Examine the cells of epithelial tissue on a microslide and determine their shape and location relative to each other
4. Examine a microscopic specimen of connective tissue, find cells and intercellular substance; consider the shape of cells, the location of neighboring cells and intercellular substance
5.Examine microscopic specimens of smooth and striated muscle tissue, find cells, determine their shape and internal structure
6. Examine a microscopic specimen of nervous tissue,find the cells, determine their shape and location relative to each other
7. Record the observation results in the table
Fabric name
Structural features
What forms in the body?
What functions does it perform?
6. Conclusion.
Laboratory work No. 4
Subject: "Recognition of organs in plants and animals"
Target: learn to recognize organs flowering plant; learn to recognize organs and organ systems of animals in pictures and tables and wet preparations
Equipment: living and herbarium specimens of plants; tables, textbook pictures, wet preparations “Earthworm”, “Internal structure of fish”
Work progress
!-th part
1. Examine living and herbarium plant specimens
2. How are these plants similar? Comparing the plants examined and the textbook drawing, name the organs of a flowering plant.
3. Compare the organs of the plants in question: size, shape, color. How are they similar and how are they different?
4. Draw one of the plants in your notebook and label the organs.
5. Write the conclusion
Part 2
1. Look at the tables and drawings of animal organs and organ systems in the textbook.
2. Consider wet mounts. Determine what organ systems are represented on them, what organs are they formed by?
3. Fill out the table
Organ system
Structure, constituent organs
Functions
4. Write the conclusion
Subject: “Movement of water and minerals along the stem”
Target: Find out through which part of the stem dissolved minerals move
Equipment :plant shoots, placed for 5-7 days V ink colored water. (Ink replaces dissolved minerals), scalpel, magnifying glass.
Work progress
1. Use a scalpel to make transverse and longitudinal sections of the shoot.
2. Consider the transverse and longitudinal shoot sections using a magnifying glass. What part of the stem is colored? Remember what structures of conductive tissue conduct water and mineral salts.
In what part of the stem are they located?
3. Sketch the sections. Make the notation.
4. Conclusion.
Laboratory work No. 5
Subject : « Diversity support systems animals"
Target: Explore the diversity of animal support systems
Equipment:
Work progress
1. Consider the appearance of insects, cancer
What substances form the integument of insects and crustaceans? What role do they play? What type of skeletons are the integuments of insects and crustaceans?
2. Consider the skeletons of chordates. What departments do they consist of? What role do they play? What type of skeletons are the skeletons of chordates?
5. Conclusion.
Laboratory work No. 6
Subject: « Moving earthworm»
Target: carry out observations of the movement of the earthworm, identify the features of its adaptability to its habitat.
Equipment:
Work progress
1. Consider an earthworm.
■ Pay attention to the shape of the body and the moisture of its skin. Think about what a difference this could make.
2. Observe the movement of the worm.
■ Notice how the thickness of his body changes in different areas.
■ Gently run your finger along the ventral side of the wormfrom the rear end of the body to the front. How do you feel?
■ Place the worm on a piece of rough paper and listen to the rustle of the bristles on the paper. Transfer the worm to glass moistened with water and observe its movements. WhyIs it more difficult for a worm to move on glass?
3. Watch the worm burrow into the ground.
■ To do this, place it on the surface of the soil and wait a while. Pay attention to how the thickness of the worm's body will change. How can these changes be explained?
■ When the worm is half hidden in the soil, try to carefully pull it out of the ground. Why is this difficult to do?
4. Draw the stages of movement of an earthworm.
5. Conclusion. The body of an earthworm is covered with _________ in order to to_____________. There are small _________________ on the body of the worm. Animal on slippery surface moves with difficulty because ________. The worm's body changes its thickness ________________. The earthworm is _______________ adapted for movement in the soil.
Laboratory work No. 7
Subject: "Movement of ciliates - shoes"
Target: identify the peculiarities of movement of the ciliate-slipper
Equipment: microscope, pipette, ciliate culture, several fibers of cotton wool.
Work progress
1. Prepare the microscope for use.
2. Prepare a microslide of ciliates.
■ Drop a drop of the prepared ciliate culture onto a glass slide with a pipette and place a few fibers of cotton wool.
■ Cover the drop with a cover slip.
3. Examine the prepared preparation under a microscope.
■ pay attention to the shape of the body of the ciliate. Does the shape of the body change when moving?
■ determine where the front (translational) and where the back part of the body of the ciliate is. How can you tell them apart?
■ observe the beating of the eyelashes.
4. Sketch the ciliate, conveying its shape as accurately as possible. Mark the front and back parts of the ciliate's body in the figure.
5. Conclusion. The slipper ciliate moves in water due to ______________
The body shape of ciliates when moving is _________________, because ________________
This is interesting...
♦ The number of cilia in the slipper ciliate is more than 10 thousand. All of them work in harmony when moving. Each “line” of cilia encircling the body of the ciliate strikes simultaneously and thousandths of a second later than the previous one.
♦ The cilia strike the water in one plane, from front to back. When hitting backwards they are straightened, and when returning forward they are bent; This causes the shoe to float forward.
♦ In one second, the slipper ciliate swims about 2 mm. If we consider that its length is only 0.2-0.3 mm, it turns out that relative to its size it moves faster than the world record holder in the 100 m race.
Practical work No. 2
Subject: « Vegetative propagation indoor plants"
Target: learn to propagate indoor plants vegetative way
Equipment: indoor plants: (pelargonium, bryophyllium, begonia, tradescantia, sansevieria, Uzambara violet, chlorophytum, clivia), planting boxes, humus soil, clean calcined sand, scalpels, rulers, planting sticks, watering cans, oilcloths, cellophane.
Work progress
Complete the tasks according to the instructions.
Instruction 1
1) Examine the pelargonium, count the number of buds on each stem. Determine how many cuttings can be cut, taking into account that each cutting must have at least two buds, and the length of the cutting is 5-8 cm. A cutting is a part of a shoot separated from the mother plant. Cut the cuttings at an angle. Remove the leaves from the bottom of the cutting with a scalpel.
2) Prepare the holes in the box using planting sticks. The distance between them should be 10X10 cm. Pour a pinch of sand into the hole. Then plant the cutting at a 45° angle.
3) Gently sprinkle soil onto the cutting. Pour and cover with glass or cellophane.
4) Make a label on which you write the name of the plant, the date of planting and a list of group members.
5) Clean up your work area.
Tradescantia should also be cut from cuttings.
Instruction 2
1) Cut pieces up to 4-5 cm long from a mature sansevieria leaf.
2) Place them in the sand almost vertically, moisten them. Cover with cellophane
3) Make a label on which you write the name of the plant, the date of planting and a list of group members.
4) Clean up your work area.
Instruction 3
1) Cut one begonia leaf with a petiole. Examine the veins from the underside. What's the best way to cut them? Maintain sterility. 2-3 cuts are made along the central vein, and one at a time on the side veins.
2) In the same sequence, carry out the work on propagating the Uzambara violet. Prepare a box of sand. Deepen the leaf petiole into the sand, and place the lower part of the leaf blade horizontally to the surface of the sand in the box; Cover the sheet with a glass cap or glass. Moisten the soil.
3) Make a label on which you write the name of the plant, the date of planting and a list of group members.
4) Clean up your work area.
2. Make a diagram in your notebooks “ Methods of vegetative propagation of plants"
3. Create a program for caring for the plants you propagated today. Observe them, compile monthly reports based on the results of observation.
Laboratory work No. 8
Subject: « Direct and indirect development of insects"
Target: identify features various types insect development.
Equipment: collections "Direct development of the insect" and "Indirect development of the insect"
Work progress
1. Look at the insect collections and textbook drawings
2. Pay attention to the similarities or differences between intermediate stages and adults in appearance.
■ consider whether the habitat and nutrition of adult insects and their larvae will differ.
3. Enter observation data into the table.
Insect names
Type of development
Do adults differ in appearance from larvae? (“yes” or “no”)
4. Conclusion. Direct development of insects differs from indirect __________________________.
The advantages of the direct type of development are that ________________
The advantages of the indirect type of development are that ___________________
test on the topic CELL
Option 1
1. All living organisms, as opposed to nonliving bodies:
a) breathe c) grow throughout life
b) eat d) develop
2. Irritability is the ability to:
a) tremble
b) imitate
c) respond to changes in the environment
d) influence the environment
3. Plants, like animals:
a) develop
b) breathe
c) independently form nutrients
d) reproduce
4. Water:
a) is a solvent
b) determines the volume and elasticity of cells
c) participates in chemical reactions
d) is part of oxygen
5. Nucleic acids:
a) store hereditary information
b) are part of carbohydrates
c) parents pass on hereditary information to offspring
d) are reserve nutrients
6. Organic substances:
a) proteins b) fats
b) water d) carbohydrates
7. Plasma membrane:
a) protects the internal contents of the cell
b) ensures the exchange of substances between the cell and the environment
c) consists of cellulose
d) contains pigment - chlorophyll
8. Digestion of food particles in cells is carried out:
a) ribosomes b) plastids
b) mitochondria d) lysosomes
9. Viruses are characterized by the fact that:
a) have a cellular structure
b) consist of nucleic acids and proteins
c) do not have a cellular structure
d) can only exist in the cells of other organisms
10. During the process of mitosis, daughter cells are formed:
a) two, with a reduced number of chromosomes
b) four, with a reduced number of chromosomes
c) two, with the number of chromosomes as in the mother cell
d) four, with the number of chromosomes halved
test on the topic CELL
Option 2
A. Select all correct answers.
1. Everything living, as opposed to non-living:
a) has a cellular structure
b) develops
c) has irritability
d) is destroyed
2. Food for living organisms serves as a source of:
a) energy
b) substances that promote growth
c) oxygen for breathing
d) harmful metabolic products
3. Animals, unlike plants:
a) grow up to a certain age
b) mobile
c) are developing
d) characterized by irritability
4. Fat:
a) source of water c) gives blood a red color
b) heat insulatord) source of energy
5. Mineral salts refer to:
a) organic substances c) water
b) inorganic substances d) carbohydrates
6. Cytoplasm:
a) is the medium in which reactions take place
b) connects organelles into a single whole
c) contains water
d) is part of the nucleus
7. Inorganic substances include:
a) fats b) water
b) mineral saltsd) nucleic acids
8. The formation and accumulation of energy is carried out by:
a) cell center c) mitochondria
b) Golgi apparatus d) ribosomes
9. A bacteriophage is:
a) virus c) bacterial virus
b) bacteria d) bacterium virus
10. During the process of meiosis, daughter cells are formed:
a) four, with the number of chromosomes reduced by exactly half
b) two, with the number of chromosomes reduced by half
c) four, with the number of chromosomes as in the mother cell
d) two, with the number of chromosomes as in the mother cell
Analysis of the results of diagnostic work on the topic “Cell”
Options
Quests
a, b, d
a, b, d
a, b, c
a, c
a, c, d
a, b, c
b, c, d
a, b, c
a, b
a, b
a, b, d
a, b, c
b, c
a, b
Indicators for comparison
1 option
Option 2
Knowledge: signs of living organisms, chemical composition of cells, structure and vital functions of cells
1,2,3 4,5,6 7,8, 9,10
1,2,3 4,5,7 6, 8, 9,10
2 8 4, 5, 7, 9,10 1,3 6
2,8 4, 6, 9,10 1,3
*If the maximum score is 20, then less than 10 points is a score of “2”, 10-13 points is a score of “3”, 14-17 points is a score of “4”, 18-20 points is a score of “5”* . If the maximum score is 30, then less than 15 points is a score of “2”, 15-20 points is a score of “3”, 21-26 points is a score of “4”, 27-30 points is a score"5".
Analysis of the results of diagnostic work on the topic “Tissues and Organs”
Option
Quests
a, c, d
a, b
a, c, d
b, d, c, d, a
b, c
a, b
b, d, c, a, d, f
Indicators for structural analysis
Indicators for comparison
1 option
Option 2
Knowledge: plant and animal tissues, plant and animal organs, systems
1,2,5 3,4,6 7, 8, 9,10
1,2 3,4,5,6,7 8, 9,10
Skills: name, characterize, compare, systematize
1,6,8,9 2,4,5,7 3 10
1,5,6,7,8 1,3 2,4,9 10
test on the topic TISSUE AND ORGANS
Option 1
A. Select all correct answers.
1. The formation and accumulation of nutrients occurs in plant tissues:
a) cover c) main
b) educational d) mechanical
2. Animals are characterized by tissues:
a) epithelial c) muscular
b) educational d) nervous
3. The rod and fibrous systems are formed by roots:
a) main b) lateral c) subordinate clauses
4. Kidney is:
a) part of the stem c) embryonic shoot
b) modified leaf d) shortened shoot
5. Endosperm is formed by tissue:
a) integumentary b) mechanical
b) storing d) conducting
6. Flowers containing stamens and pistils are called:
a) dioecious c) monoecious
b) bisexual d) dioecious
7. Interconnected bodies performing common work:
a) group b) set c) chain d) system
8. The kidneys are part of the system:
a) digestive c) respiratory
b) circulatory d) excretory
9. The organs of the respiratory system in animals are:
a) trachea b) gills
b) kidneys d) lungs
10. Establish the correct sequence, starting with the smallest structure:
a) organism b) organ e) tissue
b) cell d) organ system
test on the topic TISSUE AND ORGANS
Option 2
A. Select all correct answers.
1. From adverse effects protects fabric:
a) educational c) cover
b) conducting d) basic
2. The integumentary tissue of plants is similar to that of animals:
a) muscular b) nervous
b) epitheliald) connecting
3. Brings leaves to light :
a) root b) stem c) shoot d) flower
4. The fibrous root system, in contrast to the tap root system, is formed by the roots:
a) subordinate b) lateral c) main
5. Fruits and seeds develop from:
a) stamens c) pistil ovary
b) column d) stigma
6. The composition of the seed includes:
a) endosperm b) cotyledons
b) embryo d) fruit shell
7. The root cap is formed by tissue:
a) main c) cover
b) mechanical d) conductive
8. The coordinated work of organs and systems is ensured by the system:
a) musculoskeletal c) excretory
b) nervous d) respiratory
9. All organ systems are similar in that:
a) consist of organs
b) perform the same functions
c) connected with other systems
d) consist of identical organs
B. Establish the correct sequence.
10. Establish the correct sequence of sections of the digestive system:
a) stomach c) esophagus e) intestines
b) mouth d) pharynx e) anus
Option 1
A. Select all correct answers.
1. Plants form the necessary organic substances in the process:
a) oxygen absorption c) photosynthesis
b) water evaporationd) release of carbon dioxide
2. During breathing:
a) carbon dioxide is absorbed b) carbon dioxide is released
b) oxygen is absorbed d) oxygen is released
3. Respiratory organs of terrestrial vertebrates:
a) trachea b) lungs
b) gills d) stomata
4. The movement of cytoplasm in the cell ensures:
a) formation of substancesc) movement of substances
b) breakdown of substancesd) change in substances
5. The movement of blood through the vessels is facilitated by:
a) contraction of the walls of blood vessels c) contraction of the heart
b) activity of white blood cells d) blood color
6. Isolation is a process:
a) the entry of substances into the body c) the removal of waste products
b) gas exchange d) movement of substances
7. In cold-blooded animals, unlike warm-blooded animals, body temperature is:
a) depends on the ambient temperature c) always higher than the ambient temperature
b) does not depend on the ambient temperature d) equal to the ambient temperature
8. The exoskeleton has:
a) mammals c) shellfish
b) birds d) insects
9. Organs of movement of animals moving in the air:
a) flippers b) wings
b) cilia d) fins
B. Match.
10. Establish correspondence between organisms and groups of organisms based on feeding methods.
Groups of organisms Representatives
a) predators 1) elk
b) herbivores 2) flea
c) carrion eaters 3) lynx
d) symbionts 4) beaver
6) fingerboard
7) boletus
8) tinder
9) wolf
10) bullfinch
test on the topic LIFE ACTIVITIES OF ORGANISMS
Option 2
A. Select all correct answers.
1. Solar energy converted to chemical in the process:
a) respiration b) photosynthesis
b) release d) movement
2. In flowering plants, gas exchange occurs through:
a) stomata b) lentils
b) pores d) trachea
3. The intake of oxygen into the body is necessary for:
a) digestion b) energy release
b) oxidation of organic substances d) absorption of carbon dioxide
4. The conducting system of plants is represented by:
a) stomata c) vessels
b) root hairsd) sieve tubes
5. Blood, like hemolymph:
a) redc) moves through blood vessels
b) transports substancesd) has red cells
6. The main excretory organs of vertebrates:
a) contractile vacuoles c) nephridia
b) kidneys d) excretory tubules
7. In warm-blooded animals, body temperature:
a) always above ambient temperature
b) equal to the ambient temperature
c) depends on the ambient temperature
d) does not depend on ambient temperature
8. Internal skeleton have:
a) birds c) mammals
b) insects d) mollusks
9. Organs of movement used by animals in the aquatic environment:
a) fins b) flippers
b) wings d) flagella
B. Match.
10. Establish a correspondence between organ systems and their functions.
Organ systems Functions
A) nervous 1) blood movement
B) circulatory 2) digestion of food
c) respiratory 3) gas exchange
d) excretory 4) regulation of vital processes
e) supporting 5) release of metabolic products
e) digestive 6) muscle attachment
Analysis of diagnostic work results
on the topic “Life activity of organisms”
Options
Quests
1
2
3
4
5
6
7
8
9
10
1
b, c
V
a, c
V
a, d
c, d
V
a: 3, 6, 9
b:1,4,10
at: 6
g: 7
d: 2, 5, 8
2
a, c
b, c
c, d
b, c
b
a, d
a, c
a, c, d
a: 4
b:1
at:3
g: 5
d:6
e:2
Indicators for structural analysis
Indicators for comparison
1 option
Option 2
Knowledge of: vital processes, organs and systems that perform certain functions
1,2,4,5,6,7,10 3,8,9
1,3,5,7,10 2,4,6,8,9
Skills: name characterize compare explain systematize
3,8 1,2,5,6,9 7 4 10
2,4,6 1,7,8,9 5 3 10
LIST OF EDUCATIONAL AND METHODICAL TRAINING TOOLS
Printed publications: Basic
1.Sonin N.I. Biology. Living organism. 6th grade: textbook For educational institutions/ N.I.Sonin. – 11th ed., stereotype. – M.: Bustard, 2007. – 174 p.
Additional
1. Vakhromeeva, F.G. Plants from the Red Book of the USSR: Take care of nature! / F.G.Vakhromeeva, V.N.Pavlov. - M.: Pedagogy, 1990.-240s
2. Onishchenko, A.V. Biology in tables and diagrams. For schoolchildren and applicants / A.V. Onishchenko.- St. Petersburg, Victoria Plus LLC, 2010.-128 p.
3.Rezanova, E.A. Human biology in tables, figures and diagrams / E.A Rezanova, I.P. Antonova and others - M.: Publishing school, 2000.-208 p.
4.Dyachenko, A.D. – Bulbous floral and ornamental plants open ground: reference book./A.D. Dyachenko - Kyiv: Naukova Dumka, 1990.- 320 pp.: ill.
5. Serpukhova, V.I. Indoor and balcony plants / V.I., Serpukhova, G.K. Tavlinova.- M.: Pricelistizdat, 1991.- 120 p.: ill.
6. Indoor floriculture: a reference guide / G.K. Tavlinova. - Agroprmizdat, LLC "Diamant", 1999. - 4890 pp., ill.
7. Petin, A.N. Ecology of the Belgorod region: a textbook for students in grades 8-11 / A.N. Petin, L.L. New. – M.: MSU Publishing House, 2002.
8.Binas, A.V. Biological experiment at school: A book for teachers / A.V. Binas, R.D. Mash, A.I. Nikishov and others. - M.: Education, 1990.
9. Mansurova, S.E. Human health and environment/ S.E. Mansurova, O.A. Shklyarova. - St. Petersburg: “Victoria”, 2006;
10. Litvinova, L.S. Moral and environmental education of schoolchildren: Main aspects, event scenarios. 5-11 grades / L.S. Litvinova, O.E. Zhirenko. – M.:5 for knowledge, 2007.- 208 p.
Multimedia teaching aids
Laboratory workshop
Biology
Electronic textbook
http://www.alleng.ru/edu/bio1.htm
Equipment and devices used in the educational process
Laboratory topics and
practical work
Minimum Required
(based on 1 set for 2 people)
The structure of cells of living organisms
a) plant tissues and organs – 1 (per class)
Tissues of living organisms
Microscope – 1; set of microslides:
a) plant tissues and organs – 1 (per
b) animal tissues (Human) – 1 (per class)
Recognizing organs in plants and animals
Collection of arthropods – 1 (per class)
herbarium (collection) – 1 (per class).
Movement of water and minerals along the stem
Scalpel - 1
Diversity of animal support systems
collection of insects, natural object (dried) “Crayfish”, skeleton of fish, frog, cat and other chordates
Movement of the ciliate slipper
Microscope – 1
Test tube – 1
Pipette – 1
Slide glass - 1
Moving an earthworm
a live earthworm, a jar of soil, a sheet of paper, glass moistened with water.
Vegetative propagation of indoor plants
indoor plants: (pelargonium, bryophyllium, begonia, tradescantia, sansevieria, Uzambara violet, chlorophytum, clivia), planting boxes, humus soil, clean calcined sand, scalpels, rulers, planting sticks, watering cans, oilcloths, cellophane
Direct and indirect development of insects
Insect collections -1 (per class)
Sprouted seeds, Petri dish - 1
LABORATORY WORK IN BIOLOGY 5TH GRADE
BIOLOGY. INTRODUCTION TO BIOLOGY
N.I. Sonin, A. A. Pleshakov
Lesson 5. Methods for studying nature
Practical work No. 1
"Experiment"
Target: mastery of initial research skills in conducting observations, experiments and measurements, describing their results, and formulating conclusions.
Equipment: powdered chalk, beaker, glass rod.
Work progress
Lesson 6. Magnifying devices
Laboratory work No. 1
“The design of magnifying devices and rules for working with them”
Target: mastering initial research skills in conducting observations, mastering skills in working with magnifying devices; formulation of conclusions.
Equipment: microscope, hand magnifying glass, tomato pulp (watermelon, apple).
Work progress
- Answer the question:What are magnifying devices used for?
HAND LOPE
- Consider a hand-held magnifying glass. Write the names of its parts.
- Take pieces of fruit pulp. Examine them with the naked eye. What do you see? Make notes in your notebook.
- Make a drawing.
- Examine the pieces with a magnifying glass. What do you see? Make notes in your notebook.
LIGHT MICROSCOPE
- Examine the microscope. Find the main parts of the microscope.
- Familiarize yourself with the rules for using a microscope.
- Determine how many times the microscope magnifies the image of the object.
- Draw a microscope in your notebook.
Lesson 8. Big world small cells
Laboratory work No. 2
“Structure of skin cells of onion scales”
Target: learn to prepare microslides; make sure of the cellular structure of plants; formulation of conclusions.
Equipment: microscope, slide and cover glasses, dissecting needle, tweezers, pipette, iodine solution, napkin.
Work progress
- Wipe the slide and coverslip with a napkin.
- Use a pipette to drop 1–2 drops of a weak iodine solution onto a glass slide.
- Using a dissecting needle, remove a piece of skin from the inner surface of the juicy onion scales.
- Place the peel in a drop of iodine solution, straighten it and cover with a coverslip.
- Prepare the microscope for use.
- Examine the preparation under a microscope at 56x magnification.
- Sketch a group of cells.
- View a single cell under a microscope with 300x magnification. Find the main parts of the cell (wall, cytoplasm). Find and sketch the vacuoles.
- Draw a cell and label its main parts.
Lesson 10. Chemical composition of the cell: organic substances
Laboratory work No. 3
“Determination of the composition of sunflower seeds”
Target: learn to experimentally prove the presence of organic substances (fats) in seeds.
Equipment: sheet of paper, pencil, sunflower seed.
Work progress
- Place a sunflower seed between sheets of paper and press down firmly with the blunt end of a pencil.
- What appeared on the paper? How can this be explained?
- Record the results in your notebook.
Lesson 45. Life on different continents: Eurasia, Africa, Australia
Practical work No. 2
“Designation on the contour map of the flora and fauna of the continents: Eurasia, Africa, Australia”
Target:
Equipment:
Work progress
- On the contour map, draw the borders of the following continents with red paste: Eurasia, Africa, Australia.
Lesson 46. Life on different continents: North America, South America, Antarctica.
Practical work No. 3
“Designation on the contour map of the flora and fauna of the continents:North America, South America, Antarctica"
Target: awareness and comprehension of material about the flora and fauna of these continents; working with contour maps;
Equipment: outline map, atlas, textbook.
Work progress
- On the contour map, draw the borders of the following continents with red paste: North America, South America, Antarctica.
- Color the flora and fauna on the outline map with colored pencils.
- Label the plants and animals.
Lesson 61 Human health and life safety: healthy image life
Practical work No. 4
"Measuring height and body weight"
Target: be able to work with measuring instruments: stadiometer, floor scales.
Equipment: stadiometer, floor scales.
Work progress
- Take off your shoes.
- Step on the scale. Remember your result.
- Stand straight (shoulder blades together, chin straight).
- Record the data in the table.
- Comparing your result with the beginning academic year, draw conclusions.
Height | September | May |
Weight | September | May |
Lesson 62. Human health and life safety: dangerous situations
Practical work No. 5
"Providing first aid"
Target: instill the skill of providing first aid
Equipment: iodine; gauze pad, bandage, tourniquet, rubber heating pad, cold water.
Work progress
- Provide first aidhelp with bleeding:
- Treat the skin around the wound with tincture of iodine;
- Cover the wound with a clean gauze pad or a piece of bandage;
- Apply a tight bandage;
- REMEMBER! If the bleeding does not stop, you should contact a healthcare professional.
- Provide first help with sprains:
- Pour a small amount into a rubber heating pad or plastic bag cold water and use them to cool the damaged joint (for 15 – 20 minutes);
- We bandage the joint tightly;
- Contact a healthcare professional.
Preview:
Municipal budget educational institution Zapolyarny region
“Secondary school with. Carry"
LABORATORY WORK IN BIOLOGY 6TH GRADE
BIOLOGY. LIVING ORGANISM
N.I. Sonin
Lesson 5. Chemical composition of the cell
Laboratory work No. 1
“Determination of the composition of wheat seeds”
Target: learn to experimentally prove the presence of organic and inorganic substances in seeds.
Equipment: glass cups with water, gauze pads, filter paper, iodine solution, pipettes, some wheat flour.
Work progress
- Take some flour, add a drop of water to it with a pipette and make a ball of dough.
- Place the resulting lump of dough on cheesecloth and make a bag. Rinse the dough in a glass of water.
- Open the bag of rinsed dough. Test the dough by touch. The substance that remains on the gauze is gluten or protein.
- Add 2-4 drops of iodine solution to the cloudy liquid formed in the glass.
- Draw conclusions.
Lesson 7. Structure of a plant cell
Laboratory work No. 2
"Structure of cells of living organisms"
Target: get acquainted with the structural features of cells of living organisms.
Equipment: microscopes, gauze pads, pipettes, cups of water, dissecting needles, coverslips and slides, scales onions, iodine solution.
Work progress
- Take a glass slide and wipe it thoroughly with gauze.
- Using a pipette, apply 1-2 drops of iodine solution to the middle of the slide.
- Carefully remove a piece of transparent skin from the inner surface of the onion scales. Using a dissecting tool or directly with your hands. Place a piece of peel in a drop of aqueous iodine solution and gently straighten it with the tip of a needle.
- Cover the preparation with a coverslip.
- Place the specimen under the microscope lens and examine it.
- Do schematic drawing onion skin cells in a notebook.
- Indicate in the figure the membrane, cytoplasm, nucleus, vacuole with cell sap.
Lesson 9. The structure of an animal cell
Laboratory work No. 3
“Structure of cells of living organisms” (on ready-made micropreparations)
Target: get acquainted with the structural features of cells of different living organisms.
Equipment:
Work progress
- Wipe the prepared animal tissue microslide with gauze.
- Examine the preparation under a microscope.
- Find the cells and their structures.
- Note the structural features of animal cells.
- Write down in your notebook the differences between animal cells and plant cells.
Lesson 13. Plant tissues
Laboratory work No. 4
"Tissues of plant organisms"
Target: show the structural features and functions of educational, basic, mechanical and conductive tissues. Compare fabrics with each other.
Equipment: microscopes, ready-made microslides.
Work progress
- Examine under a microscope the preparations “cross section of a leaf”, “structure of a root”, “structure of a linden branch”. Find areas of the leaf, stem and root formed by different tissues. How did you determine the type of fabric?
- Compare the microscopic slides with the pictures in the textbook, relief and simple tables. Remember that tissues have a three-dimensional structure.
- Draw 2-3 cells of each tissue type.
- Fill out the table.
- Draw a conclusion.
Lesson 16. Nervous tissue
Laboratory work No. 5
"Tissues of animal organisms"
Target: reveal the structural features and functions of epithelial, connective, muscle, and nervous tissues. Continue to develop the ability to work with microscopes, drawings and texts as a source of information. Compare fabrics with each other.
Equipment: microscopes, ready-made microslides.
Work progress
- Examine under a microscope preparations of different types of animal tissue: epithelial, muscle, connective and nervous.
- Compare the microscopic slides with the pictures in the textbook and tables. Remember that tissues have a three-dimensional structure.
- Sketch 2-3 cells of each tissue type.
- Fill out the table.
- Draw a conclusion.
Lesson 19. Flower and fruit
Laboratory work No. 6
"Study of the organs of a flowering plant"
Target: determine the types of root systems; form the idea of a bud as an embryonic shoot.
Equipment: herbariums.
Work progress
- Consider the root systems of wheat and beans. What roots do they consist of?
- What is the root system of wheat called? Sketch it.
- What is the root system of beans called? Draw it, label the parts.
- Consider the currant shoots. Find the lateral and apical buds on them. Make schematic drawings of the location of the buds on the stem.
- Record your findings.
Lesson 22. Organs and organ systems of animals.
Laboratory work No. 7
"Recognizing Organs in Animals"
Target: consider the organs of vertebrates
Equipment: dummies of animals.
Work progress
- Examine the organs on the preparation (model).
- Relate the considered organs to organ systems.
- Fill out the table
Organ system | Structural features (organs) |
Lesson 33 Movement of organic substances in a plant
Laboratory work No. 8
“Movement of water and minerals along the stem”
Target: get acquainted with the peculiarities of the movement of minerals and water along the stem of a plant.
Equipment: branches of woody plants (birch, rowan) with tinted wood, scalpel, magnifying glasses, tables of stem structure.
Work progress
- Consider a cross section of a birch branch or other woody plant that has stood for 2-4 days in ink-tinted water. Determine which layer of the stem is colored?
- Make a longitudinal cut of the branch with a scalpel. Examine it and indicate which layer of the stem is colored?
- Make drawings and write down conclusions about the characteristics of the movement of water and minerals along the stem. Remember what the tissue that conducts minerals is called.
Lesson 41 Support systems of plants and vertebrates
Laboratory work No. 9
"Diversity of animal support systems"
Target: study and compare supporting structures in different animals.
Equipment: mollusk shells, crustacean integuments, vertebrate bones.
Work progress
- Consider the proposed material, study the text and pictures of the textbook on p. 97-101.
- Fill out the table
Signs | Clam shells | Cancer shell | Vertebrate bones |
Skeleton type | |||
Fabric types | |||
Substances | |||
Properties | |||
Can they grow? |
- Conclusions.
Lesson 42. Movement
Laboratory work No. 10
"Movement of the ciliate slipper"
Target: formulate an idea of movement as one of the properties of life. Have an idea of animal adaptations to different modes of movement.
Equipment: microscopes, cotton wool, cups with water and protozoan culture, pipettes, dissecting needles, slides and coverslips, filter paper, ready-made culture of ciliates slippers.
Work progress
- Pipette a drop of the prepared slipper culture onto a glass slide.
- Cover the drop with a coverslip.
- Remove excess water using filter paper.
- Review the drug for small and large movements.
- Record your observations in your notebook.
Lesson 44 Movement of vertebrates in terrestrial and air environments
Laboratory work No. 11
"Moving an Earthworm"
Target: carry out observations of the movement of the earthworm.
Equipment: a live earthworm, a jar of soil, a sheet of paper, glass moistened with water.
Work progress
- Consider an earthworm.
- Observe the movement of the worm.
- Watch the worm burrow into the ground.
- After work, don't forget to wash your hands!!!
- Draw a conclusion.
Lesson 52 Vegetative propagation of plants
Practical work No. 1
"Vegetative propagation of indoor plants"
Target: learn how to propagate indoor plants from cuttings.
Equipment: glass of water, houseplant.
Work progress
- Select the houseplant you want to propagate.
- Carefully cut off the leaf and petiole.
- Place it in a glass of water so that only the stem is in the water.
- Place the glass with the leaf in a warm and well-lit place.
- Change the water every 3 – 4 days.
- Watch for the roots to appear. When they reach 2 cm, plant the leaf cuttings in a flower pot with soil.
- Cover the pot with the cuttings with a glass jar and place it in a warm place with diffused light.
- Observe the development of the plant, the appearance of the bud and the first leaves.
- Make regular observations of the development and growth of the plant. Record your observations in your diary.
Observation journal
Stages | Drawing | Date |
Beginning of experience | "_____" ________ 20 __ |
|
Emergence of the root | "_____" ________ 20 __ |
|
Formation of the root system (4 – 5 roots up to 1 cm long) | "_____" ________ 20 __ |
|
Planting in the soil | "_____" ________ 20 __ |
|
The appearance of the first new leaf | "_____" ________ 20 __ |
|
The growth of the shoot was 1 cm | "_____" ________ 20 __ |
Lesson 58 Animal growth and development
Laboratory work No. 12
“Direct and indirect development of insects” (based on collection material)
Target: get acquainted with the features of direct and indirect development of insects.
Equipment: insect collections with different types development: butterfly, chafer, honey bee, locust or grasshopper, dragonfly. Tables "Insect development".
Work progress
- Indirect development of insects
- Consider a collection of insects that develop with complete metamorphosis (chafer beetle, white butterfly, honey bee).
- Highlight the stages of development: eggs - larva > pupa > imago (adult insect).
- Compare the larva and the imago.
- Explain the reason for the occurrence of the pupal stage.
II. Direct development of insects
- Consider a collection of insects that develop with incomplete metamorphosis (grasshopper, bug, dragonfly).
- Identify the stages of development: egg, larva – imago.
- Compare the larva and the imago.
- Explain the reason for the absence of the pupal stage.
- Draw a conclusion about the importance of the larval stage in the development of insects.
Laboratory work No. 1
Variety of plant divisions.
Target: study the diversity of plant divisions.
Lesson objectives:
introduce students to systematics - the science of the diversity and classification of organisms;
reveal the tasks and significance of taxonomy.
Lesson progress:
I.
Updating knowledge
Filling out the “Kingdoms of Wildlife” diagram.
II.
Learning new material
1.
Expand students' knowledge about the diversity of organisms inhabiting the Earth (teacher's story with elements of conversation).
2.
Introduce students to the concept of “systematics”. Species is the initial unit in taxonomy (teacher's story).
3.
C. Linnaeus is the founder of taxonomy. Double Latin names species (teacher's story with demonstration of plant and animal species on living objects, herbarium materials, collections).
4.
Modern system organic world. Basic systematic units (categories): species, genus, family, order (order), class, department (type), kingdom.
5.
The meaning of taxonomy.
Laboratory work No. 2
Ecological groups of terrestrial plants in relation to water
Work plan:
1. Read the description of the ecological groups of plants.
2. Determine which ecological group the plant given to you belongs to.
3. Name the signs of adaptation to the environment of this plant.
4. Give examples of plants found in the Republic of Adygea that belong to this ecological group.
Ecological groups of plants.
Hydatophytes- these are aquatic plants, entirely or almost entirely immersed in water (elodea, pondweed, water buttercups, duckweed). Once taken out of the water, they quickly die.
The leaves of hydatophytes are thin, often dissected; Variation of leaves (heterophylly) is often expressed. Root system greatly reduced or absent altogether. Absorption of water and mineral salts occurs over the entire surface of the body. Pollination occurs above water (less often in water), and fruit ripening occurs under water, since flowering shoots carry flowers above water and, after pollination, submerge again.
Hygrophytes- terrestrial plants growing in conditions of high air humidity and often on wet soils.
Shade hygrophytes- these are plants of the lower tiers of damp forests (impatiens, thistle, many tropical herbs). Their leaves are most often thin and shady. High water content in the tissues of these plants (80% or more). They die even during a short and mild drought.
Light hygrophytes- these are plants of open habitats, growing on constantly moist soils and in humid air (papyrus, rice, hearts, marsh bedstraw, sundew).
Mesophytes - can tolerate short and not very severe drought. They grow with average moisture, moderately warm conditions and a good supply of mineral nutrition. This is the largest and most heterogeneous group in its composition. This includes trees, shrubs and grasses of various zones, many weeds and most cultivated plants.
Xerophytes- grow in places with insufficient moisture. They are able to regulate water metabolism, so they remain active during short droughts. These are plants of deserts, steppes, sand dunes and dry, highly heated slopes.
Xerophytes are divided into two main types: succulents and sclerophytes.
Succulents- succulent plants with highly developed water-storing parenchyma in different organs: stem plants (cacti, cactus-like euphorbia); leafy (aloe, agave); root (oxalis).
Sclerophytes - externally dry, often with narrow and small leaves, sometimes rolled into a tube. Sclerophytes can be divided into two groups: euxerophytes and stypaxerophytes.
Euxerophytes- these are many steppe plants with rosette, semi-rosette, heavily pubescent shoots (shrubs, some cereals, cold wormwood, edelweiss edelweiss).
Stypaxerophytes- these are narrow-leaved turf grasses (feather grass, thin-legged grass, fescue), the leaves of which are rolled into a tube and have a moist chamber inside.
Laboratory work No. 3
Device of magnifying devices.
Purpose of the work: learn how to properly use optical instruments (magnifying glass, light microscope); preparation method.
Equipment and materials: microscope, magnifying glass.
Work progress:
Examine a hand-held magnifying glass. What parts does it have? What is their significance?
Study the structure of the microscope. Find the tube, eyepiece, lens, tripod with stage, mirror, screws.
Familiarize yourself with the rules of using a microscope.
2. Adjustment screws
4. Lens
5. Stage
7. Mirror
Laboratory work No. 4
Preparation of microspecimens of onion scale skin
Purpose: to study the structure of a plant cell.
Equipment: hand magnifying glass, microscope, pipette, glass slide, bandage; part of an onion
PROGRESS OF WORK.
1. Prepare a preparation of onion skin. To do this, use tweezers to separate the bottom surface of the onion scales and remove the transparent skin.
2. Place the preparation on a glass slide. Examine under a microscope.
3. Examine the cell at high magnification.
4. Draw the structure of a cell in your notebook and label its parts. 
5. Draw a conclusion.
Conclusion: The cell is whole biological system. The cell is the basic structural unit of a living organism.
Laboratory work No. 5
Composition of plant cells
Target: study the composition of plant cells.
Equipment: bulb, microscope, slide and cover glass, dissecting needle, textbook
Work progress:
Prepare glass slide, wipe it with gauze.
Apply 1-2 drops of water on glass.
Dissecting needle remove the skin from the inner surface of the onion scales.
Put a piece of peel into a drop of water and straighten it with the tip of a needle.
Cover peel with a cover slip.
Consider prepared preparation under a microscope.
Sketch in your notebook and label: cell, cell wall, cytoplasm, nucleus.
Sketch diagram of the structure of a plant cell and label: nucleus, cell wall, cytoplasm, chloroplasts, vacuole.
Conclusion: A cell is the simplest structural unit of a living organism. The green color of the plant is given by chlorophyll in the composition of chloroplasts.
Laboratory work No. 6
Cell structure of an Elodea leaf
Target: study the structure of the Elodea leaf cell.
Equipment: Elodea leaf, microscope, slide and cover glass, dissecting needle, textbook.
Work progress:
Prepare a microslide of an elodea leaf.
■ Place an Elodea leaf in a drop of water on a glass slide, straighten it with a dissecting needle and cover with a coverslip.
■ Examine the preparation under a microscope. Pay attention to the shape and color of the cells. There are nuclei in living Elodea cells, but usually they cannot be seen.
Conclusion. Nuclei and chlorophyll grains are clearly visible in the cells (at higher magnification). The lower layer of smaller cells is clearly visible, intercellular spaces and the outlines of the cells of the upper layer are visible.
Laboratory work No. 7
The structure of an animal cell.
Goal: compare the structure of plant and animal cells and find out what their similarities indicate.
A cell is the main structural, functional and reproductive element of a living organism, its elementary biological system. Depending on the structure and set of cell organelles, all organisms are divided into kingdoms - prokaryotes and eukaryotes. Plant and animal cells are classified in the kingdom of eukaryotes. They have a number of similarities and differences.
General signs:
1) membrane structure of organelles;
2) the presence of a formed nucleus containing a chromosome set;
3) a similar set of organelles, characteristic of all eukaryotes;
4) similarity chemical composition cells;
5) the similarity of the processes of indirect cell division (mitosis);
6) similarity of functional properties (protein biosynthesis), use of energy conversion;
7) participation in the process of reproduction.
Conclusion: the similarity in the structural and functional organization of plant and animal cells indicates their common origin and their belonging to eukaryotes. Their differences are related to in different ways nutrition: plants are autotrophs, and animals are heterotrophs.
Laboratory work No. 8
The structure of the integumentary and synthesizing tissue of plants
Target: get acquainted with the types of tissues of a plant organism, the features of their structure in connection with the function they perform.
Equipment: micropreparations “Longitudinal section of a corn stalk”, “Cross section of a pumpkin root”, “Root structure”; microscopes; tables “Cellular structure of the root”, “The root and its zones”, “ Internal structure sheet."
Instruction card1. Examine the microslide “Root Structure” (Fig. 1). Find educational fabric. Us. 30 of the textbook, read about the location of educational tissue, the features of its structure in connection with the function it performs. Enter the data into the table.
Rice. 1. Internal structure of the root: 1 – root cap (integumentary tissue) protects the zone of dividing cells; 2 – zone of dividing cells ( educational fabric) carries out root growth in length 2. Examine the root cap. Determine the type of tissue that forms it. Us. 30 of the textbook read about this type of fabric. Enter the data into the table.
Table. Plant tissues
| Type of fabric | Location | Structural features | Functions |
| Educational | |||
| Pokrovnaya | |||
| Mechanical | |||
| Conductive | |||
| Main |
3. On the microslide “Longitudinal section of a corn stalk”, examine the mechanical tissue of the stalk. Please note that the cells of this tissue have thickened, lignified membranes, and there is no living content. Read about this fabric on p. 30 textbook. Enter the data into the table.
4. Look at the drawing of conductive tissue in the textbook on p. 31. Compare it with what you saw under the microscope (Fig. 2), read the information about this tissue. Enter the data into the table.
Rice. 2. Conductive tissues of the stem: 1 – sieve tubes of the phloem (conducting organic substances from the leaves to all organs); 2 – vessels of wood (carrying minerals dissolved in water from the root to all organs)
5. To study the main leaf tissue, consider microslides prepared by the teacher (Fig. 3, 4). This is a thin cross section of a Tradescantia leaf. Pay attention to the structural feature of this tissue - the presence of chloroplasts, which contain the pigment chlorophyll. It gives plants green. Read about the function of this fabric on p. 31 textbooks. Enter the data into the table.
Rice. 3. Internal structure of the leaf: 1 – leaf skin (leaf protection, cover); 2 – basic tissue (photosynthesis, cells contain chloroplasts); 3 – conductive bundle (conduction of substances, strengthening of veins, mechanical tissue); 4 – stomata (water evaporation, gas exchange)
Rice. 4. Leaf peel. 1 – leaf skin (integumentary tissue): cells fit tightly to each other, protecting the leaf from damage
6. Draw a conclusion about the presence of tissues, their different structures and answer the questions:
– How is the structure of tissue related to the function it performs?
– Why do the cells of the integumentary tissue adhere closely to each other?
– How to distinguish the main tissue from the cover tissue?
Laboratory work No. 9
The structure of connective tissues of animals.
Target:
Equipment: microslides “Epithelial tissue”, “Loose connective tissue”, microscopes, table “Structure diagram of an animal cell”.
Work progress:
Rice. 1. Types of animal tissues:
A – epithelial tissue; I – loose connective tissue
1. Consider the microslide “Epithelial tissue” (Fig. 1, A). Find the epithelial cells, pay attention to the features of their structure (the cells fit tightly to each other, there is no intercellular substance). Draw the drug. Look at the picture and read the necessary information. Enter the data into the table.
2. Examine the microslide “Loose connective tissue” (Fig. 1, AND). Pay attention to the structural features of the tissue (the presence of a large amount of intercellular substance). Draw the drug.
3. Fill out the table.
| Fabric name | Location | Structural features | Functions performed |
| Connective A) bone B) cartilaginous | Dense intercellular substance loose intercellular substance | 1. Support 2. Support and protection |
|
| B) fat | Fat layers | 3. Protective |
|
| Blood vessels | liquid intercellular substance. General: Cells are spaced apart; there is a lot of intercellular substance. | 4. Transport |
Conclusion: Connective tissue consists of a basic substance - cells and intercellular substance - collagen, elastic and reticular fibers. It performs supporting, protective and nutritional (trophic) functions.
Laboratory work No. 10
The structure of muscle and nervous tissues of animals.
Target: get acquainted with the tissues of the animal body, the features of their structure depending on the function performed.
Equipment: “Smooth muscle tissue”, “Nervous tissue”, microscopes, table “Structure diagram of an animal cell”.
Work progress:
1. Examine the microslide “Muscle tissue” (Fig. B). Pay attention to the structural features of muscle cells (these are spindle-shaped mononuclear cells). Draw the drug. Look at the picture, read the information about the types, properties of muscle tissue and its function. Enter the data into the table.
2. Examine the microslide “Nervous tissue” (Fig. D). Pay attention to the structural features of nerve cells (they consist of a body and numerous processes of two types). Draw the drug. Look at the picture, read the information about the properties of nervous tissue and its function. Enter the data into the table.
| Fabric name | Structure | Functions | Examples |
| Muscular | Smooth muscle tissue, consists of elongated cells with rod-shaped nuclei. Cross-striped muscle tissue consists of long, multinuclear fibers with clearly visible transverse striations. | gives shape to the body, supports, protects internal organs. | Movement of animals, ability to respond to irritation (amoeba). |
| Cells (neurons) are stellate in shape with long and short processes | perceives irritation and transmits excitation to muscles, skin, other tissues, organs; ensure coordinated functioning of the body. | forms nervous system, is part of the nerve ganglia, spinal cord and brain. |
Conclusion: Nervous - to lettuces (neurons) are stellate in shape with long and short processes. The function transmits stimulation to muscles, skin, and other tissues. Muscle gives shape to the body, supports and protects internal organs.
Practical work No. 1
The influence of light on the growth and development of plants.
Tasks:
Observe the progress of seed germination and plant development in different conditions.
Apply the results obtained in biology lessons and in life.
Growth and nutrition of the seedling. The cells of the root, stem and bud of the embryo, feeding, divide, grow, and the embryo turns into a seedling. When a seed germinates, a root appears first. As it develops, it outstrips other organs of the embryo, quickly strengthens in the soil and begins to absorb water and minerals from it.
Until the seedling reaches the soil surface, organic substances stored in the seed are used for its growth and development. But if they run out before photosynthesis begins, the seedling may die. Therefore, to increase the productivity of cultivated plants, it is of great importance strict adherence terms and rules for sowing.
"The influence of light on plant development."
Radish seedlings were given different conditions. Some were grown in the light, others in the dark. The photo shows that the plants, placed in a dark place, began to lag behind in development, became weak, turned yellow, and then completely died. The picture shows before and after the experiment.
From my experience, I concluded that plants develop well only in the light.
Conclusion: For seed germination, the following conditions are necessary: heat, air and water. And for normal growth and development of plants after germination, light is also needed.
Practical work No. 2
Similarities and differences between plant, animal and fungal cells.
Target: study the similarities and differences between plant, animal and fungal cells.
All three main groups of organisms are
animals,
plants
They are eukaryotes. However, the structure of their cells is not the same. These differences, along with feeding habits, formed the basis for dividing the eukaryotic superkingdom into three kingdoms.
animal cell does not have a dense cell wall. It lacks vacuoles characteristic of plants and some fungi. The polysaccharide glycogen usually accumulates as a reserve energy substance.
Majority plant and fungal cells, like prokaryotic cells, it is surrounded by a hard cell membrane, or wall. However, their chemical composition is different. While the base of the wall plant cell is a polysaccharide cellulose, mushroom the cell is surrounded by a wall, largely consisting of the nitrogen-containing polymer chitin.
Plant cells always contain plastids, while animals and mushrooms no plastids. Reserve substance for most plants the polysaccharide starch serves, and the bulk mushrooms, like animals,- glycogen.
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