Laboratory work "identification of aromorphoses and idioadaptations in plants and animals." Laboratory work in general biology What are the features of laboratory work

Laboratory work

Option #1

Target:

Equipment:

Progress:

kind

Snow leopard (irbis)

Baikal omul

Habitat

What is expressed in

relativity

fitness

The color of the leopard's fur is a grayish-smoky shade, but the contrast with the black spots creates the impression of white fur. Black spots are characterized by a rosette shape. Sometimes in the center of the spot you can see another, darker one, but smaller in size. In terms of the characteristics of its spots, the snow leopard is somewhat reminiscent of a jaguar. In certain places (neck, limbs) the spots look more like smears. The color of the animal plays an important role; it helps it camouflage itself natural environment habitat during hunting. After all, a predator often looks for prey among white snow or ice. On the lower part of the body, the fur is mostly spotless, white, slightly with a yellowish tint.

The leopard has beautiful, thick fur, quite long (it can even reach a length of 12 cm). There is also a thick undercoat that warms the graceful animal in the coldest season. The wool that grows even between the fingers saves both from cold stones in winter and from those heated by the sun in hot summer. As you can see, there is nothing random in the details of the snow leopard’s fur; everything has its purpose.

The animal has a squat body up to 130 cm long. anatomical structure helps him stay low to the ground during an ambush on his next victim. The leopard easily hides even behind small hills. Compared to the very strong leopard, the snow leopard is less muscular. Like almost all animals, the female leopard is slightly smaller in size than the male. An adult usually weighs up to 45 kg (if it lives in wildlife) or up to 75 kg (if it eats regularly and moves little in the zoo).

The leopard's paws are not very long, they are soft and do not sink into the snow, which is very important for successful hunting. But it is worth noting the strength of the limbs, especially often used for jumping. And one of the main advantages of the animal’s appearance is its long tail; in terms of this parameter, the predator is a leader among felines.

Average lifespan. Under favorable conditions Snow leopards can live up to 20 years. And in zoos, where they are less susceptible to injury and disease and eat regularly, snow leopards live up to 28 years.

2. Having filled out the table, based on knowledge about driving forces evolution, explain the mechanism of adaptation and write down the general conclusion.

Laboratory work

“Identification of adaptations in organisms to their environment.”

Option No. 2

Target: learn to identify features of organisms’ adaptation to their environment and establish its relative nature.

Equipment: animal photos various places habitats of the Irkutsk region.

Progress:

1. After looking at the photographs and reading the text, determine the habitat of the animals offered to you for study. Identify the features of animal adaptation to their environment. Identify the relative nature of fitness. Enter the obtained data into the table “Adaptability of organisms and its relativity.”

Adaptation of organisms and its relativity.

kind

bighorn sheep

Siberian chipmunk

Habitat

Traits of adaptation to the environment

What is expressed in

relativity

fitness

A ram is a mammal belonging to the order Artiodactyls, the family Bovids, and the genus Sheep.The size of the ram ranges from 1.4 to 1.8 meters. Depending on the species, the weight of the ram ranges from 25 to 220 kg, and the height at the withers is from 65 to 125 cm.

Characteristic distinctive feature, inherent in the genus of rams, are massive spirally curled horns directed to the sides with small transverse notches, sitting on a small elongated head. Ram horns can reach 180 cm, although there are species with small horns or without them at all. Quite tall and strong legs are perfectly suited for walking, both on flat fields and on mountain slopes.

Due to the lateral location of the eyes with horizontal pupils, rams have the ability to see without turning their heads. environment, located behind them. Zoologists suggest that the eyes of a ram can perceive a color picture. This, along with a developed sense of smell and hearing, helps rams find food or hide from the enemy.A female ram is a sheep . Sexual differences between males and females are manifested in body size (rams are almost 2 times larger than sheep) and horns (males have much better developed horns than females). But the color of the fur does not depend on sexual characteristics. All individuals within the species have almost identical coloration. The color of rams and sheep can be brownish-brown, yellow-brown, gray-red, white, light gray, dark brown and even black. Almost all types of rams have a belly and lower legs that are light, almost white. All members of the genus, except domestic species, exhibit seasonal molting.A ram is an animal that leads a herd lifestyle. Members of the herd communicate with each other using bleating or a kind of snorting. The ram's voice is a bleating sound of varying tones. Members of a herd often distinguish each other by their voices.

Average lifespan of a sheep natural conditions ranges from 7 to 12 years, although some individuals live up to 15 years. In captivity, rams live 10-15 years, and when good care can live up to 20 years.

Laboratory work

“Identification of adaptations in organisms to their environment.”

Option No. 3

Target: learn to identify features of organisms’ adaptation to their environment and establish its relative nature.

Equipment: photographs of animals in various habitats of the Irkutsk region.

Progress:

1. After looking at the photographs and reading the text, determine the habitat of the animals offered to you for study. Identify the features of animal adaptation to their environment. Identify the relative nature of fitness. Enter the obtained data into the table “Adaptability of organisms and its relativity.”

Adaptation of organisms and its relativity.

kind

Hoverfly

Baikal seal

Habitat

Traits of adaptation to the environment

What is expressed in

relativity

fitness

The seal, like all representatives of pinnipeds, has a spindle-shaped body, the body is an extension of the neck. The color of the animal is brownish-gray with a silver tint becoming lighter towards the bottom. The seal's hair is thick, up to two centimeters long, covering almost the entire body, except for the edge of the auditory coat, a narrow ring around the eyes and nostrils. The seal's flippers also have hair. The animal's fingers are connected to each other by membranes. The front paws have powerful claws, the hind paws are somewhat weaker. There are translucent vibrissae on the upper lips and above the eyes of seals. The animal's nostrils look like two slits located vertically, the edges of which form folds of skin on the outside - valves. When the seal is in water, its ear openings and nostrils are tightly closed. When air is released from the lungs, pressure is generated, under the influence of which the nostrils open.Seals have well-developed hearing, vision and sense of smell. The eyes of the seal have a third eyelid. Being, long time in the air, the animal's eyes begin to water.The absolute volume of the lungs of an adult seal is 3500-4000 cubic cm. When an animal is immersed in water, the lungs can contain no more than 2000 cubic meters of air. cm.

The seal has a fatty layer, the thickness of which is 1.5 - 14 cm. The fatty layer serves as thermal insulation and allows it to withstand changes in water pressure during immersion and ascent. is also a reservoir of nutrients.The seal moves in water at a speed of 10-15 km/h. Can reach speeds of up to 20-25 km/h. Body mass Baikal seal is 50 kg. Individual individuals can weigh up to 150 kg. The body length of the animal is 1.7-1.8 meters. Puberty of the seal occurs at 3-4 years. Gestation lasts 11 months, after which, as a rule, one cub is born. To give birth, the seal builds a lair of snow and ice. It is a large chamber that is connected to water by an vent. The seal has a developed sense of motherhood. In case of danger, she carries the cubs in her teeth to additional holes located not far from the main one. Males do not take part in raising offspring.

Seals feed on fish: golomyanka, omul, yellowwing, Baikal goby, salmon and others. In addition to fish, seals feed on crustaceans.

2. Having studied all the proposed organisms and filled out the table, based on knowledge about the driving forces of evolution, explain the mechanism of adaptation and write down the general conclusion.

Laboratory work

“Identification of adaptations in organisms to their environment.”

Option No. 4

Target: learn to identify features of organisms’ adaptation to their environment and establish its relative nature.

Equipment: photographs of animals in various habitats of the Irkutsk region.

Progress:

1. After looking at the photographs and reading the text, determine the habitat of the animals offered to you for study. Identify the features of animal adaptation to their environment. Identify the relative nature of fitness. Enter the obtained data into the table “Adaptability of organisms and its relativity.”

Adaptation of organisms and its relativity.

kind

Redbug wingless

Siberian chipmunk

Habitat

Traits of adaptation to the environment

What is expressed in

relativity

fitness

Chipmunk - This small rodent squirrel family. Its length is up to 15 centimeters, and its tail is up to 12. It weighs up to 150 grams.Their fur is gray-red in color, and on the abdomen it is light grayish to white. They shed once a year in early autumn, changing their fur to dense and warm. Their pulse rate reaches 500 beats per minute, and their breathing rate can reach 200. Normal body temperature is 39 degrees. They are partly similar to a squirrel: the front legs are longer than the hind legs, big ears, smallclaws Aalso chipmunks are similar to gophers in some ways external signs and behavior: 1. They dig holes and live in them. 2. They have cheek pouches. 3. There are no tassels on the ears. 4. Stands on its hind legs and monitors the situation. Most chipmunks live in North America in deciduous forests. The Siberian chipmunk ranges from Europe to Far East, and south to China. Animals of the taiga, chipmunks, climb trees well, but their home is in a hole. The entrance to it is carefully disguised with leaves, branches, maybe in an old rotten stump, in dense bushes. The animals' burrow is up to three meters long with several dead-end compartments for storage, toilets, living and feeding the cubs of females. The living room is covered with dry grass. Chipmunks have large bags behind their cheeks, in which they carry food supplies for the winter, and also drag the earth when digging a hole away from it for purposes ofcamouflage.Each chipmunk has its own territory, and it is not customary for them to violate its boundaries. The exception is the spring mating of a male and female for procreation. During this period, the female calls the males with a specific signal. They come running and start fighting.

The female mates with the winner. After this, they disperse to their own territories until next spring. The animals lead a diurnal lifestyle. At dawn they come out of their holes, climb trees, feed, bask in the sun, and play. When darkness falls, they hide in holes. In the fall, I prepare up to two kilograms of food for the winter, dragging it by the cheeks.

From mid-October to April, chipmunks sleep curled up in a ball, with their noses tucked into their bellies. The tail covers the head. But in winter they wake up several times to eat and go to the toilet. In spring sunny days The animals begin to crawl out of their holes, climb a tree and warm themselves.

2. Having studied all the proposed organisms and filled out the table, based on knowledge about the driving forces of evolution, explain the mechanism of adaptation and write down the general conclusion.

Laboratory work

“Identification of adaptations in organisms to their environment.”

Option No. 5

Target: learn to identify features of organisms’ adaptation to their environment and establish its relative nature.

Equipment: photographs of animals in various habitats of the Irkutsk region.

Progress:

1. After looking at the photographs and reading the text, determine the habitat of the animals offered to you for study. Identify the features of animal adaptation to their environment. Identify the relative nature of fitness. Enter the obtained data into the table “Adaptability of organisms and its relativity.”

Adaptation of organisms and its relativity.

kind

Baikal omul

Ladybug

Habitat

Traits of adaptation to the environment

What is expressed in

relativity

fitness

Omul is a semi-anadromous fish that can live even in brackish water. The body of the omul is elongated, covered with firmly seated scales. This fish has a small mouth with jaws. equal length. The omul has an adipose fin. The general color of the body is silver, the color of the back is brownish-green, the belly is light, and the fins and sides are silver. During the period of sexual dimorphism, epithelial tubercles become more pronounced in males.

Individual omul specimens can even reach 47 cm in length and weigh more than 1.5 kg, but usually the omul does not weigh more than 800 g. This fish lives no more than 18 years.

Omul chooses to live in places with clean and cold water, he prefers water rich in oxygen. This fish lives in the Arctic Ocean basin, Lake Baikal, and is known in tundra rivers that flow into the Yenisei Bay. The Baikal omul has the following populations: Posolskaya, Selenga, Chivyrkuiskaya, Severobaikalskaya and Barguzinskaya, depending on the spawning sites. The spawning migration of omul usually begins in the 2-3rd decade of August. As it approaches the spawning grounds, the omul changes its gregarious pattern of movement to moving in small schools. Moving up the river, the omul does not come close to the banks and avoids shallow areas, sticking to the middle of the channel. Basically, the spawning grounds of this fish are located 1.5 thousand kilometers from the mouth of the river.

Puberty in omul occurs at 7-8 years, when its length exceeds 30 cm. It is interesting that males can become sexually mature a year earlier than females; the period of puberty in omul can last for 2-3 years. Reproduction of omul occurs annually. The spawning time for omul is the end of September - October, when the water temperature does not exceed 4°C and a place with a sand and pebble bottom, at least 2 m deep, is selected. The diameter of omul eggs is 1.6-2.4 mm, the eggs are not sticky, bottom-based. After spawning, the omul migrates to feeding areas. The larvae also do not stay in the spawning grounds, sliding down to the lower reaches of the river. The fertility of omul can be up to 67 thousand eggs, than bigger fish, the more caviar.

During spawning, the omul does not feed, but begins to feed intensively after it. Omul is a fish wide range food, its diet includes zooplankton, benthic invertebrates, juveniles of such fish as the Arctic sea slingshot, polar cod, etc. In the autumn-summer period, the omul fattens in the shallow coastal zone, where it eats mysids, gammarus and crustacean plankton.

2. Having studied all the proposed organisms and filled out the table, based on knowledge about the driving forces of evolution, explain the mechanism of adaptation and write down the general conclusion.

Instruction card for laboratory work
“Identification of adaptations in plants and animals to their environment.”

Target: - identify, using specific examples, adaptations to the environment in plants and animals;
- prove that adaptations are relative.

Exercise:

Determine the habitat of the plant and animal proposed for your research.

Identify features of adaptation to the environment.

Identify the relative nature of fitness (think about whether the adaptations you noted always ensure the survival of the organism).

Based on your knowledge of the driving forces of evolution, explain the mechanism by which adaptations arise (make a note after the table).

Fill out the table based on the results of your work. Select 2-3 species of animals to describe and find their features of adaptation to a given habitat. (You can take the species proposed in the appendix for description, you can choose your own species of plants and animals)

“Adaptations in living organisms to their environment. Relative nature of adaptations"

3. …

Medvedka

Flounder fish

Sundew

Based on the results of the work done, formulate a conclusion.

1. Pay attention to the purpose of the work.

   Answer the questions:
   - What is fitness?

What is the relativity of fitness?

Appendix No. 1. Medvedka.

Medvedka - an insect belonging to the cricket family. The body is thick, 5-6 cm long, grayish-brown above, dark yellow below, densely covered with very short hairs, so that it seems velvety. The front legs are shortened and thick, designed for digging the ground. The elytra are shortened, with the help of which males can chirp (sing); The wings are large, very thin, and fan-shaped when at rest. The mole cricket is distributed throughout Europe with the exception of the Far North; Under natural conditions, the mole cricket settles on moist, loose, organic-rich soils. Especially loves manured soil. It is often found in vegetable gardens and orchards, where it causes great harm, damaging the root system of many cultivated plants. They dig numerous, rather superficial passages. During the day, mole crickets stay underground, and in the evening, with the onset of darkness, they come to the surface of the earth, and sometimes fly into the light. Mole crickets especially like to settle on high and warm compost beds, where they spend the winter and where in the spring they make their nests in the ground and lay eggs. And in order to provide warmth for their offspring, they destroy plants that shade the soil from the sun's rays near their nests. They gnaw the roots and stems of plants, devastate the garden bed so much that you have to additionally sow seeds or replant seedlings.

When filling out the table, pay attention to the color and structure of the forelimbs (see photo)

Appendix No. 2. Cactus

It is known that wild cacti are more preferable to arid semi-desert regions, as well as to the deserts of Africa, Asia, South and North America. In addition, you can meet them on the coast Mediterranean Sea and in Crimea.

Cacti live in the following natural conditions:

1. With sharp fluctuations in day and nighttemperatures It is no secret that in deserts it can be very hot during the day and too cool at night; there are sudden temperature changes of up to 50 degrees.

2. Smallhumidity level. In the regions where cacti live, up to 300 mm of precipitation falls per year. However, there are some types of cacti that live in tropical forests, where the humidity level is high, about 3500 mm per year.

3. Loose soils . Cacti can also be found on loose soils that contain a large number of sand. Moreover, such soils usually have an acidic reaction.

Due to the low rainfall, the cactus family has veryfleshy stemandthick epidermis.It stores all the moisture during drought. In addition, cacti have spines, a waxy coating on the stem, and ribbing of the stem, all of which prevents the evaporation of the cactus’s moisture. In addition, most types of cactus have a very developed root, it goes deep into the soil, or simply spreads to the surface of the earth tomoisture collection.

Modification variability Big role The habitat of an organism plays a role in shaping the characteristics of an organism. Each organism develops and lives in a certain environment, experiencing the action of its factors that can change the morphological and physiological properties of organisms, i.e. their phenotype.

ASSIGNMENT Complete the lab using the information from the slides and additional material. To do this: Write down the topic and purpose of the work. Select an object to determine the statistical patterns of the characteristic ( indoor plant, physiological indicators of classmates, etc.) During the work, describe the features of modification variability. Construct a variation series and a variation curve, calculate the average value of the characteristic being studied using the proposed statistical data and complete the individual part of the work. Draw a conclusion (answer to the stated goal of the work). Complete the reporting task. SUCCESSFUL WORK!

Modification variability Statistical patterns of modification variability. Modification variability of many characteristics of plants, animals and humans obeys general laws. These patterns are identified based on the analysis of the manifestation of the trait in a group of individuals (n). The degree of expression of the studied trait among members of the sample population is different. Each specific value of the characteristic being studied is called a variant and is designated by the letter v. When studying the variability of a trait in a sample population, a variation series is compiled in which individuals are arranged in ascending order of the indicator of the trait being studied.

Modification variability Based on the variation series, a variation curve is constructed graphic display frequency of occurrence of each variant The frequency of occurrence of individual variants is denoted by the letter p. For example, if you take 100 ears of wheat (n) and count the number of ears in the ear, then this number will be from 14 to 20; this is the numerical value of option (v). Variation series: v = Frequency of occurrence of each variant p = The average value of the characteristic occurs more often, and variations significantly different from it are much less common. This is called a normal distribution. The curve on the graph is usually symmetrical. Variations, both larger than average and smaller, occur equally frequently.

Modification variability It is easy to calculate the average value of this characteristic. To do this, use the formula: (v ּp) M = n where M is the average value of the characteristic, the numerator is the sum of the products of the variant by their frequency of occurrence, the denominator is the number of variants. For this characteristic, the average value is 17.13. Knowledge of the patterns of modification variability is of great importance practical significance, since it allows you to anticipate and plan in advance the degree of expression of many characteristics of organisms depending on environmental conditions (give specific examples).

Compression strength was measured in two parallel ninth grades right hand 50 boys. The results are as follows: Boys' grip strength, kg 29, 25 33, 34, 33, 34, 34, 33 35, 38, 37, 35, 38, 37, 38, 36, 38, 39 41, 41, 44, 42, 41 , 42, 44, 43, 44, 41, 41 46, 45, 48, 49, 45, 46, 45, 47, 45, 49, 45, 47 51, 54, 50, 54, 53, 51 55, Using this digital material, complete the following tasks: 1. Make a variation series of the variability of the compression strength of the students’ right hand using the table (next slide).

Answer the questions: a) are there limits to the manifestation of the trait? b) which attribute values ​​occur more often and which less frequently? c) how much data needs to be processed in order to identify a pattern? d) what practical significance does the study of this trait have? Draw a conclusion.

Conclusions: 1. The manifestation of the trait does not go beyond the reaction norm, which is determined by the genotype. 2. Among the indicators of variability of a given trait, the average values ​​of the trait are most common, and the minimum and maximum manifestations of the trait occur as exceptions. 3. Modification variability is characterized by statistical patterns; the average value of the characteristic is detected only with mass calculations (The more data, the more clearly the pattern appears). 4. Modification variability plays a huge role in practical activities human (The genetic capabilities of the variety and breed are maximally manifested in optimal conditions). “The program of action of genes in the genotype system resembles the score of a symphony. This score is written in notes in the form of genes. The composer is an evolutionary process, the orchestra is a developing organism, and the conductor of a symphony is external environment" (Russian geneticist M. E. Lobashov). EXPLAIN HOW YOU UNDERSTAND THE SUGGESTED EXPRESSION. GIVE SPECIFIC EXAMPLES

Complete test 1. What is modification variability called? a) combinative b) hereditary c) non-hereditary d) individual 2. What are the characteristics of modification variability? a) depend on the environment b) can be beneficial and harmful c) arise suddenly d) are dominant and recessive 3. The manifestation of which trait cannot be attributed to modification variability? a) the height of students of the same age b) the size of the diameter of potato tubers c) the weight of bean seeds d) the color of a white crow

4. What are the features of modification variability? a) manifests itself individually in each individual, because the genotype changes b) is adaptive in nature, the genotype does not change c) does not have an adaptive nature, caused by a change in the genotype d) obeys the laws of heredity, the genotype does not change 5. Modification variability a) is of a group nature b) is of an individual nature c) inherited d) changes the genotype An increase in body weight in domestic animals with a change in diet is classified as variability: a) modification b) cytoplasmic c) genotypic d) combinative

The structure of plant and animal cells

Goal: find structural features of cells various organisms, compare them with each other

Progress:

1. Under a microscope, examine microscopic specimens of onion skins, yeast fungi, and cells of multicellular organisms

2. Compare what you see with the images of objects on the tables. Draw the cells in your notebooks and label the organelles visible under a light microscope.

3. Compare these cells with each other. Answer the questions. What are the similarities and differences between cells? What is

the reason for the similarities and differences between organisms?

Conclusion: Vegetable and animal cells They are basically similar to each other, they differ only in those parts that are responsible for feeding the cell.

Laboratory work No. 3

Catalytic activity of enzymes in living tissues

Target: To develop knowledge about the role of enzymes in living tissues, to consolidate the ability to draw conclusions from observations.

Progress:

1) Prepare 5 test tubes and place:

First, add a little sand,

into the 2nd test tube, raw potatoes,

in the 3rd boiled potatoes,

into the 4th test tube raw meat,

in the 5th batch boiled meat.

Place a few drops of hydrogen peroxide into each test tube. Observe what happens in each test tube. Record the observation results in the table.

2) Grind a piece of raw potato with a small amount of sand in a mortar. Transfer the crushed potatoes along with the sand into a test tube and drop a little hydrogen peroxide into it. Compare the activity of the crushed tissue. Record the observation results in the table.

Tissue activity under different treatments.

3) Explain your results.

Answer the questions:

1) In which test tubes did enzyme activity manifest itself?

Activity appeared in test tubes 2,4,6, because these test tubes contained raw foods, and raw foods contain protein, the remaining test tubes contained boiled foods, and, as is known, in non-living - boiled foods, the protein was destroyed during cooking, and the reactions did not showed. Therefore, the body better absorbs foods containing protein.

2) How does enzyme activity manifest itself in living tissues?

In living tissues, when interacting with hydrogen peroxide, oxygen was released from the tissue, the protein was broken down to its primary structure and turned into foam.

3) How does tissue grinding affect enzyme activity?

When living tissue is crushed, activity occurs twice as fast as in non-crushed tissue, since the contact area between the protein and H2O2 increases.

4) Does the activity of the enzyme differ in living tissues of plants and animals?

In plant cells, the reaction occurs more slowly than in animal cells, because they have less protein, while in animal cells there is more protein and the reaction in them proceeds faster.

Conclusion: Protein is contained only in live foods, and in boiled foods the protein is destroyed, so no reaction with boiled foods and sand occurs. If you also crush the products, the reaction will proceed faster.

Laboratory work No. 4

Topic: identifying and describing the characteristics and similarities of human embryos and other vertebrates.

Goal: Identifying the similarities between the embryos of representatives different groups vertebrates as evidence of their evolutionary relationship.

Progress:

· Draw all 3 stages of embryonic development of different groups of vertebrates.

· Make a table indicating all the similarities and differences between embryos at all stages of development.

· Draw a conclusion about the evolutionary relationship of embryos, representatives of different groups of vertebrates.

Conclusion: similarities and differences between the embryos of representatives of different groups were revealed as evidence of their revolutionary kinship. Higher forms more perfect.

Laboratory work No. 5

Topic: solving genetic problems and building a family pedigree

Goal: using test examples to consider the inheritance of characteristics, conditions and manifestations

Progress:

· Drawing up a family tree, starting with grandparents, if there is data, then with great-grandfathers.

· A light-skinned woman and a dark-skinned man got married. How many light-skinned children will there be in the third generation? Dark skin dominates light skin.

AA – dark skin – male

aa – bright skin- woman

F 1 Aa Aa Aa Aa 100% - dark skin

F 2 AA Aa Aa aa 75% - dark skin

25% - light skin

AA x aa AA x Aa Aa x aa Aa x Aa

F 3 Aa Aa Aa Aa AA Aa AA Aa Aa Aa aa aa AA Aa Aa aa 81, 25% - dark skin

18.75% - light skin

Answer: 18, 75% - light skin

Conclusion: Signs change in accordance with the 1st and 2nd laws of Mendal.

· In humans, curly hair dominates over straight hair. Brown eyes dominate over blue ones. Freckles are also a dominant trait. If a man with curly hair, blue eyes and no freckles entered the tank. And a woman with straight hair, brown eyes and freckles. What possible combinations can children have?

Draw a conclusion about the variability of signs.

A - curly hair

a- straight hair

IN- Brown eyes

V- Blue eyes

S-freckles

s- no freckles

75% curly hair

25% - straight hair

75% - brown eyes

25% - blue eyes

75% - with freckles

25% - no freckles

Conclusion: signs change in accordance with Mendal's 3rd law.

Laboratory work No. 6
Morphological features plants of different types.
Purpose of work: To ensure that students understand the concept morphological criterion species, consolidate the ability to draw up a distinctive characteristic of plants.
Progress:
1. Consider two types of plants, write down the names, and make a morphological description of the plants of each type. Describe the features of their structure (features of leaves, stems, roots, flowers, fruits).

2. Compare two types of plants, draw out similarities and differences. Make drawings of representative plants.

Setcreasia Syngonium

Laboratory work No. 7

Topic: Construction of a variation series and a variation curve

Goal: To become familiar with the patterns of modification variability and the methodology for constructing a variation series

Progress:

We count the number of variants of the attribute. We determine the average value of the attribute using the formula. Average value - M. Option - V. Frequency of occurrence of option - R. Amount - E. Total number variation series – n.

We build a variational line. We construct a variational series of variability. We draw a conclusion about the variability of the trait.

M length ==1.4

M width = =0.6

Conclusion: Average length value 1.4. Average width 0.6

Laboratory work No. 8

Topic: Adaptation of organisms to their environment.

Goal: to form the concept of the adaptability of organisms to their environment, to consolidate the ability to identify common features adaptability of organisms to their environment.

Progress:

1. Make drawings of the 2 organisms given to you.

Agama Caucasian Agama steppe

2. Determine the habitat of the organisms proposed for your research.

Agama Caucasian: Mountains, rocks, rocky slopes, large boulders.

Agama steppe: Sandy, clayey, rocky deserts, semi-deserts. They often settle near water.

3. Identify the features of adaptation of these organisms to their habitat.

4. Identify relative character fitness.

5. Based on your knowledge of the driving forces of evolution, explain the mechanism by which adaptations arise

6. Build a table.

Conclusion: organisms adapt to specific environmental conditions. This can be verified at specific example agam. Means of protecting organisms - camouflage, protective coloration, mimicry, behavioral adaptations and other types of adaptations allow organisms to protect themselves and their offspring.

Laboratory work No. 9

Topic: Variability of organisms

Goal: to form the concept of variability of organisms, to continue work on the ability to observe natural objects and find signs of variability.

Progress:

· Make a drawing of the organisms given to you.

2. Compare 2-3 organisms of the same species, find signs of similarity in their structure. Explain the reasons for the similarity of individuals of the same species.

Signs of similarity: leaf shape, root system, long stem, parallel veining of leaves. The similarity of these plants suggests that they have the same hereditary characteristics.

3. Identify signs of difference in the organisms being studied. Answer the question: what properties of organisms cause differences between individuals of the same species.

Signs of difference: width and length of the leaf blade, stem length. Plants of the same species have differences because they have individual variability.

4. Reveal the significance of these properties of organisms for evolution. Which differences, in your opinion, are due to hereditary variability, and which – to non-hereditary variability? Explain how differences could arise between individuals of the same species?

Thanks to heredity, organisms pass on their characteristics from generation to generation. Variability is divided into hereditary, which provides material for natural selection, and non-hereditary, which arises due to changes in environmental factors and helps the plant adapt to these conditions.
Differences that are due to hereditary variability: flower shape, leaf shape. Differences that are not due to hereditary variability: leaf width and length, stem height.
Differences between individuals of the same species could occur due to different conditions their environment, as well as due to different plant care.

5. Define variability.

Variability is a universal property of living organisms to acquire new characteristics under the influence of the environment (both external and internal).

Conclusion: we formed the concept of variability of organisms, continued work on the ability to observe natural objects and find signs of variability.

Laboratory work No. 10

Goal: Learn to understand hygienic requirements in the audience

Completing of the work:

· Pour exactly 10 ml of the prepared solution into the flask.

· Using a syringe, draw in 20 ml of outside air

We introduce air into the cone through the needle

· Disconnect the syringe and quickly close the needles with your finger

· The solution is whipped until carbon dioxide is absorbed (gradual discoloration of the solution occurs)

· Air is introduced until (gradually adjusting its quantity) until the solution is completely discolored

· After the solution has become discolored, it is poured out of the flask, washed with distilled water and again filled with 10 ml of the specified solution

· The experiment is repeated, but the air of the audience is used

· The percentage of carbon dioxide is determined by the formula:

A - total volume atmospheric air passed through a cone.

B is the volume of audience air passed through the cone

0.03% - approximate level of carbon dioxide in the atmosphere (constant level)

· Calculate how many times more carbon dioxide is in the classroom than in the air outside

· Formulate hygiene rules based on the results obtained.

· It is necessary to carry out long-term ventilation of all rooms. Short-term ventilation is weakly effective and practically does not reduce the carbon dioxide content in the air.

· It is necessary to plant greenery in the classrooms. But the absorption of excess carbon dioxide from the air by indoor plants occurs only in the light.

· Children studying in classrooms with high concentrations of carbon dioxide often experience heavy breathing, shortness of breath, dry cough and rhinitis, these children have a weakened nasopharynx.

An increase in the concentration of carbon dioxide indoors leads to asthma attacks in asthmatic children.

Due to increased concentrations of carbon dioxide in schools and higher education educational institutions The number of students missing lessons due to illness is increasing. Respiratory infections and asthma are the main diseases in such schools.

Increasing the concentration of carbon dioxide in the classroom negatively affects children's learning outcomes and reduces their performance.

· Without ventilation of rooms, the concentration of harmful impurities in the air increases: methane, ammonia, aldehydes, ketones coming from the lungs during breathing. Total with exhaled air and from the surface of the skin in environment about 400 harmful substances are released.

· Danger of poisoning carbon dioxide occurs during combustion, fermentation in wine cellars, in wells; Carbon dioxide poisoning is manifested by palpitations, tinnitus, and a feeling of pressure on the chest. The victim should be carried to Fresh air and immediately begin to implement measures to revive

Identification of aromorphoses and idioadaptations in plants and animals  Educational: to develop the ability to identify aromorphoses and idioadaptations in plants and animals, explain their significance; Goals:  Developmental: continue to develop the skills to think logically, generalize, draw conclusions, draw analogies; promote the development of independence, promote the intensification educational process, increase learning motivation, awaken their creative abilities.  Educational: assist during the lesson environmental education students 1. Give comparative characteristics biological progress and biological regression. Fill out the table: Biological progress Biological regression Traits (properties) Change in the intensity of reproduction Change in group size Change in the size of the area Change in the intensity of competition with related organisms Change in the intensity of selection pressure Change in the number of subordinate systematic groups 2. Emphasize the main properties of aromorphoses. A) Aromorphoses (increase, decrease) the structural and functional organization of organisms. B) Aromorphoses (are or are not) adaptations to specific environmental conditions. C) Aromorphoses (allow, do not allow) to make fuller use of environmental conditions. D) Aromorphoses (increase, decrease) the intensity of vital activity of organisms. D) Aromorphoses (reduce, increase) the dependence of organisms on living conditions. E) Aromorphoses (preserved, not preserved) in the course of further evolution. G) Aromorphoses lead to the emergence of new (small, large) systematic groups. 3. In the Archean era, major aromorphoses occurred in organic world, what biological significance did they have for evolution? Fill in the table" Aromorphosis Meaning 1) Occurrence of: 2) Cell nucleus 3) Photosynthesis 4) Sexual process 5) Multicellular organism 4. Evolution followed the path of gradually increasing the level of their organism. Write down in the table the names of plant taxa that appeared as a result of aromorphosis. Expand the meaning of each aromorphosis Aromorphosis Taxon Meaning 1. Appearance of integumentary, mechanical and conductive tissues 2. Appearance of stem and leaves 3. Appearance of root and leaf 4. Appearance of seeds 5. Emergence of flower and fruit 5. Enter the name of taxa (types, classes) in the table , reveal the meaning of aromorphoses Aromorphoses Taxa Meaning 1. The appearance of a bony jaw 2. The appearance of a notochord 3. The appearance of pulmonary respiration 4. The appearance of a five-fingered limb 5. The appearance of a protective shell in the egg 6. The appearance of horny integuments 7. Internal fertilization 8. The appearance of a four-chambered heart, warm-bloodedness 9 The appearance of feathers 10. The appearance of hair, feeding the young with milk 6. Enter the aromorphoses that cause the appearance of groups of animals in the table: A - the appearance of a notochord B - the appearance of bilateral symmetry D - the appearance of dismembered limbs E - the appearance of a trachea E - the appearance of a chitinous cover G - dismemberment bodies into segments Organisms 1. Flatworms 2. Annelids Aromorphoses 3. Insects 4. Chordates 7. Look at the pictures of insects. Determine the idioadaptations of each insect to its habitat and fill out the table: Order and representative Sections and body shape, wings Type of mouthparts Coloration Limbs Order Lepidoptera (cabbage white butterfly) Order Diptera (squeaker mosquito) Order Coleoptera (ladybug) Order Hymenoptera (honey bee) Expand evolutionary significance these idioadaptations. 8. Look at the pictures of fruits and seeds of plants. Determine the idioadaptations of each plant for seed dispersal. Name of the plant Adaptability traits Value Appendix To task 7 To task 8