Ostrich emu earthworm brownie. My lessons. A3. Microevolution leads to change
macroevolution
Option 1
Part A
1. Which of the following indicators does not characterize biological progress:
a) ecological diversity
b) caring for offspring
c) wide area
d) high numbers
2. The development of wings in birds, which provide them with the ability to fly, is characterized as:
a) convergence
b) idioadaptation
c) aromorphosis
d) degeneration
3. The increase in the range of the species in nature indicates its:
a) biological progress
c) biological regression
4. Evolutionary direction, which is characterized by the manifestation of small adaptive features in organisms:
a) idioadaptation
b) divergence
c) degeneration
d) aromorphosis
a) complication of the structure
b) the disappearance of a number of organs
c) increased metabolism
6. Which of the following changes in plants can be considered aromorphosis:
a) multicellularity
b) the appearance of different morphological forms of the stem
c) adaptation to different ways pollination
d) adaptation to different types of vegetative propagation
7. What adaptations in animals can be attributed to idioadaptation:
a) mimicry
b) four-chambered heart
c) the appearance of the skeleton
d) warm-bloodedness
8. The biological regression of which of the organisms was caused by human activity:
a) Colorado potato beetle
b) common hemp
c) variola virus
d) wheat
9. In modern era reduction in the number and range of the Ussuri tiger is an example:
a) biological progress
b) biological regression
c) idioadaptation
d) aromorphosis
10. Among the listed examples, determine aromorphosis:
a) the appearance of pulmonary respiration in amphibians
b) loss of limbs by whales
c) the formation of a protective coloration
d) modification of limbs in moles
11. Idioadaptation is:
12. Aromorphic changes in mammals include the appearance of:
a) pulmonary respiration and conditioned reflexes
b) four-chambered heart and warm-bloodedness
c) patronizing color
d) five-fingered limb and arch in the foot
13. Give an example of idioadaptation:
b) the appearance of the fetus in flowering
c) occurrence in flowering nectaries that attract insects
d) the appearance of photosynthesis in plants
14. What systematic categories does idioadaptation lead to:
a) kingdoms
b) types
c) classes
d) childbirth
15. An example of general degeneration is the absence of:
a) chlorophyll in dodder shoots
b) canines in the dental system of rodents
c) cactus leaves
16. Idioadaptations do not lead:
a) to increase the number of the species
b) to the general rise of the organization
c) to expand the range
d) to accelerate speciation
17. What refers to aromorphoses in plants:
a) seed dispersal devices
b) diversity in the structure of fruits
c) diversity in the structure of seeds
d) the formation of a flower - the generative organ of plants
18. Catagenesis is:
a) the direction of evolution, as a result of which new morphophysiological features appear
b) the process leading to morphophysiological regression
c) a process that takes place in one adaptive zone with the formation of private adaptations without change general level organizations
d) the direction of evolution, as a result of which the level of organization of organisms remains the same
19. Which criterion does not apply to the concept of "biological progress":
a) morphophysiological improvement of the body
b) an increasing increase in the number of individuals
c) the resettlement of individuals in new habitats
d) differentiation of the species into new intraspecific forms with subsequent evolution
20. Relic species include:
a) ginkgo, tuatara, blue whale
b) ginkgo, tuatara, coelacanth
c) coelacanth, koala bear, cypress
d) coelacanth, Amur tiger, cypress
21. The coccygeal bone, appendix, the remnant of the third eyelid in the corner of the human eye is:
a) atavisms
b) rudiments
c) homologous organs
d) similar bodies
22. The phylogenetic series of the horse is considered evidence of evolution:
a) embryological
b) paleontological
c) physiological
d) genetic
23. Organs are considered homologous:
a) similar in origin
b) performing similar functions
c) do not have a common building plan
d) different in origin
24. Forelimbs of a seal and bat- this is:
a) similar bodies
b) homologous organs
c) vestigial organs
d) atavistic organs
25. What does the absence of higher placental mammals in the fauna of Australia indicate:
a) fierce competition
b) about adaptation to environmental conditions
c) about the separation of Australia from the homeland of placental mammals before their occurrence
d) about the destruction of these mammals by settlers who settled in Australia
26. Similar bodies are:
a) a human hand and a bat wing
b) walrus flippers and seal flippers
c) the wing of a fly and the wing of a bird
d) butterfly wing and beetle wing
27. Homologous organs in animals are:
a) the wing of a bird and a butterfly
b) the forelimbs of the mole and the bear
c) paws of a tiger and a mole
d) cockroach and frog limbs
28. Similar organs in animals are limbs:
a) moles and bears
b) mole and duck
c) moles and dogs
d) mole and lizard
29. Homologous organs include:
a) butterfly wing and bird wing
b) fish fin and dolphin flippers
c) burrowing limbs of a mole and a bear
d) shark placoid scales and lizard teeth
30. What organs arise as a result of divergence:
a) homologous
b) similar
c) atavistic
d) rudimentary
31. In nature, there are about 2 million species of plants and animals, which are considered as:
a) causes of evolution
b) the results of evolution
c) direction of evolution
d) driving forces of evolution
32. Divergence is called:
a) divergence of signs in the process of evolution
b) convergence of features in the process of evolution
c) combining several populations into one
d) the formation of an isolated group within a population
33. A trait that was lost during evolution, but is characteristic of distant ancestors, is called:
a) vestige
b) atavism
c) analogue
d) homologue
34. The progressive decrease in the number of fingers in the ancestors of the horse is an example of:
a) homologous series
b) phylogenetic series
c) aromorphosis
d) convergence
35. Morphological similarity in the structure of the body of a fur seal, seal, walrus is the result of the process:
a) convergence
b) divergence
c) parallelism
36. Atavisms include:
a) the presence of gill arches in the human embryo
b) human appendix
c) tail vertebrae in humans
d) multi-faciality in humans
Part B
1. Aromorphoses include:
a) the appearance of a chord in animals
b) the formation of five-fingered limbs in terrestrial vertebrates
c) the presence of a four-chambered stomach in cows
d) the mosquito has a piercing-sucking mouth apparatus
e) the appearance of a green color integuments in grasshoppers
e) the emergence of sexual reproduction
a) the development of educational tissues in plants
b) the presence of trapping devices in insectivorous plants
d) the appearance of triploid endosperm in angiosperms
e) small, dry pollen in wind-pollinated plants
f) glandular hairs on the leaves of fragrant geranium
3. The main directions of evolution organic world are:
a) aromorphosis
b) parallelism
c) idioadaptation
d) convergence
e) general degeneration
f) divergence
4. Morphophysiological progress is characterized by:
a) the complexity of the organization
b) increase in the number of species
c) expanding the ability to use the conditions of the external environment
d) range expansion
e) the emergence of adaptations that are not adaptations to specific environmental conditions
f) the formation of new species, subspecies, populations
5. Give examples of general degeneration.
a) the absence of digestive organs in tapeworms
b) the lack of wool in an elephant
c) the absence of organs of vision in a bull tapeworm
d) chord reduction y adult form sea squirts
e) the presence of a creeping stem in strawberries
6. Rudiments include:
a) human ear muscles
b) whale's hind limb belt
c) underdeveloped hairline on the human body
d) gills of terrestrial vertebrate embryos
e) multi-faciality in humans
e) elongated fangs in predators
7. Paleontological evidence of evolution includes:
a) the remainder of the third century in humans
b) prints of plants on coal seams
c) fossilized remains of ferns
d) the birth of people with thick body hair
e) coccyx in the human skeleton
f) the phylogenetic series of the horse
8. Establish a correspondence between the characteristics of a systematic group and the direction of its evolution:
1) species diversity a) biological progress
2) limited range b) biological regression
3) a small number of species
4) wide ecological adaptations
5) wide range
6) decrease in the number of populations
9. Establish a correspondence between organisms and the directions of evolution along which these organisms are currently developing.
organisms of the direction of evolution
1) emu a) biological progress
3) house mouse
5) eagle golden eagle
6) Ussuri tiger
10. Establish a correspondence between the ways of achieving biological progress and their characteristics:
1) small adaptations to the environment arise a) aromorphosis
2) makes it possible to master a new environment of life b) idioadaptation
3) increases the intensity of vital activity and the level of organization of organisms
4) there are large adaptations to the environment
5) does not increase the level of organization of organisms
11. Correlate the directions of evolution and their signs:
2) area reduction b) general degeneration
3) decrease in the number of species
4) loss of the digestive system in tapeworms
5) the disappearance of tree clubs
6) atrophy of roots and leaves in dodder
12. Establish a correspondence between the statement and the proof of evolution to which it corresponds:
1) human ontogenesis, like chimpanzees, a) embryological
starts from the zygote b) comparative anatomical
2) the wing of a bird and the paw of a mole are homologous organs
3) three-toed individuals may appear in a herd of horses
4) the mammalian embryo has gill slits
5) all vertebrates in individual development go through the stages of blastula, gastrula, neurula
13. Establish a correspondence between the example and the type of comparative anatomical evidence of evolution to which it belongs:
1) walking limbs of cancer and
caterpillar prolegs a) homologous organs
3) octopus and dog eyes
4) bird and dragonfly wings
5) butterfly and beetle legs
Part C
1. Why does a high abundance of a species contribute to biological progress?
2. Why does a decrease in the range of a species lead to biological regression?
3. Use information about the early stages of embryogenesis (zygote, blastula, gastrula) to confirm the sequence of development of the animal world.
4. What types of paleontological finds provide evidence for evolution?
Option 2
Part A
a) aromorphosis
b) degeneration
c) biological progress
d) biological regression
a) spores
b) seed formation
c) fetal development
d) leaf modification
3. An example of aromorphosis in mammals:
a) warmth
b) heterotrophic nutrition
c) aerobic respiration
d) reflex nervous activity
4. The main reason for the biological regression of many species of animals and plants at present is:
a) climate change
b) economic activity human
c) change in relief
d) increase in the number of predators
5. The main directions of macroevolution are:
a) biological progress and aromorphosis
b) biological progress and general degeneration
c) biological progress and idioadaptation
d) biological progress and biological regression
6. The emergence of pulmonary respiration in animals in the process of evolution is an example:
a) biological progress
b) aromorphosis
c) idioadaptation
d) biological regression
a) biological progress
b) regression
c) modification variability
d) idioadaptation
8. Degeneration is considered:
a) adaptation of bacteria to life in hot springs
b) less developed cerebellum of amphibians compared to birds
d) loss of a tail by a lizard
9. Specify the group of organisms formed as a result of idioadaptation:
a) the animal kingdom
b) genus Rabbits
c) class Mammals
d) type Chordates
a) raising the level of organization
b) a sharp simplification of their organization
c) small appliances
d) their extinction
11. An increase in the number of a species in nature indicates its:
a) biological progress
b) development along the path of degeneration
c) biological regression
d) development along the path of aromorphosis
12. Indicate the incorrect statement: "Aromorphosis leads to":
a) increase the intensity of life
b) the general rise of the organization
c) the formation of devices of wide significance
d) the formation of private devices
13. Which change does not apply to aromorphosis:
a) live birth in mammals
b) progressive development of the brain in primates
c) the transformation of the limbs of whales into flippers
d) constant body temperature in birds and mammals
14. The reduction in nature of the range of the species contributes to:
a) inbreeding
b) simplifying the structure
c) the complexity of the structure
d) the emergence of hybrids
15. Which path of evolution led to the formation of a five-fingered limb in terrestrial vertebrates:
a) idioadaptation
b) degeneration
c) aromorphosis
d) regeneration
a) complication of the structure
b) the disappearance of a number of organs
c) increased metabolism
d) complication of life
a) Darwin
b) Vavilov
c) Severtsov
d) Schmalhausen
18. Idioadaptation includes:
a) the appearance of the sexual process
b) the appearance of photosynthesis
c) the appearance of protective coloration
d) all answers are correct
19. Aromorphosis leads to:
a) to a general rise in the organization of the body
b) to increase the intensity of life
c) to a wide range of devices
d) all answers are correct
20. The reduction of the organs of vision and the disappearance of pigmentation in some cave animals is an example:
a) aromorphosis
b) biological progress
c) degeneration
d) biological regression
21. Which of the following organs are homologues of the forelimbs of a horse:
a) octopus tentacles
b) butterfly wings
c) penguin flippers
d) claws of cancer
22. Embryological evidence of evolution includes:
a) the cellular structure of organisms
b) the presence of similar organ systems in vertebrates
c) the similarity of vertebrate embryos
d) similarity of life processes in animals
23. Rudimentary organs - an example of evidence for evolution:
a) embryological
b) paleontological
d) biogeographic
24. Paleontological proof of evolution is:
a) the impression of Archeopteryx
b) species diversity of organisms
c) adaptation of fish to life at different depths
d) the presence of a shell in molluscs
25. What evolutionary phenomenon is called divergence:
a) convergence of characters in unrelated species
b) divergence of characters in related species
c) acquisition of a narrow specialization
d) formation of homologous organs
26. The pelvic bones of a whale are:
a) vestigial organs
b) similar bodies
c) atavistic organs
d) homologous organs
27. The formation of a similar phenotypic appearance in unrelated groups of organisms in the course of their evolution is called:
a) divergence
b) adaptation
c) convergence
d) degeneration
28. Similar organs in plants are:
a) root and rhizome
b) leaf and sepal
c) stamens and pistil
d) root and root crop
29. The establishment of transitional forms between the most ancient and modern groups of organisms is proof of evolution:
a) embryological
b) comparative anatomical
c) paleontological
d) biogeographic
30. Convergence of signs is observed in:
a) mice and rabbits
b) sharks and whales
c) wolves and foxes
d) humans and monkeys
31. The result of evolution is:
a) hereditary variability
b) struggle for existence
c) adaptability of organisms
d) aromorphosis
32. What form of variability leads to divergence:
a) certain
b) indefinite
c) correlative
d) combinative
33. What is typical for divergence:
a) similar traits develop in different groups
b) occurs under similar environmental conditions
c) proceeds on a heterogeneous genetic base
d) proceeds on a common genetic basis with the formation of different traits
34. Phylogenetic signs of development in animals do not include:
a) zygote
b) blastula
c) gastrula
d) swimming membranes
35. Convergent evolution proceeds:
a) on a common genetic base with the formation of two or more forms
b) on a common genetic base with the formation of a new state of a trait or property
c) on a heterogeneous genetic base with the formation of the same adaptations that do not affect the genotype
d) on a heterogeneous genetic base with the formation of the same adaptations that change the genotype
36. The emergence of similar organs in organisms is proof of evolution:
a) paleontological
b) morphological
c) embryological
d) is not proof of the relationship of organisms
Part B
1. Which of the following examples can be attributed to aromorphoses:
b) development a large number lateral roots in cabbage after hilling
c) the appearance of parachutes in dandelion fruits
d) the release of fragrant tobacco odorous substances
e) double fertilization in flowering plants
f) the appearance of mechanical tissues in plants
2. Which of the following examples are referred to as idioadaptations:
a) the formation of a bone shell in turtles
b) live birth in mammals
c) dragonflies have big wings
d) grasshoppers have long legs
f) the absence of chlorophyll in the plant Petrov cross
3. Biological progress is characterized by:
b) the complexity of the organization
c) range expansion
d) expanding the ability to use environmental conditions
e) the formation of new species, subspecies, populations
f) the emergence of adaptations to specific environmental conditions
4. Morphophysiological regression is characterized by:
a) simplification of the organization
b) a decrease in the number of species
c) transition to a simpler habitat
d) narrowing of the range
e) simplifying lifestyle (for example, a sedentary lifestyle)
f) extinction of species, subspecies, populations
5. The main types of evolutionary changes are:
a) parallelism
b) aromorphosis
c) convergence
d) idioadaptation
e) divergence
f) general degeneration
6. Paleontological evidence for evolution:
a) phylogenetically series of species
b) transitional forms
c) biogenetic law
d) homologous organs
e) fossil forms
7. Biogeographic Evidence for Evolution:
a) similarity of embryonic forms
c) island fauna
d) biogenetic law
e) the presence of zoogeographic regions
f) vestigial organs
8. Establish a correspondence between the organism and the direction of evolution along which its development is currently taking place:
1) river beaver a) biological progress
2) gray rat b) biological regression
3) house mouse
4) blue-green (cyanobacteria)
5) eagle golden eagle
6) Ussuri tiger
9. Establish a correspondence between the signs of the directions of evolution and their types:
1) there is an increase in the number of species a) biological progress
2) the number of populations is decreasing b) biological regression
in different species
3) species ranges are expanding
4) there is a reduction in the ranges of species
5) species have a variety of adaptations to habitats
6) characterized by narrow adaptations to habitats
10. Establish a correspondence between the sign and the direction of evolution:
2) the formation of a prehensile tail in monkeys b) idioadaptation
3) the appearance of a chord c) degeneration
4) the appearance of chlorophyll
5) the transformation of leaves into thorns in a cactus
6) loss of leaves in duckweed
11. Give examples of directions of macroevolution.
examples of the direction of macroevolution
1) the appearance of a complete septum
in the heart of birds a) aromorphosis
2) spatulate beaver tail b) idioadaptation
3) dodder growing on hop c) general degeneration
4) the transition from a free-swimming larva to an attached way of life in ascidians
5) flower formation
6) pollination of clover by bumblebees
12. Establish a correspondence between the example and the type of comparative anatomical evidence of evolution to which it belongs:
1) cockroach and catfish whiskers a) homologous organs
2) scales of a lizard and a feather of a bird b) similar organs
3) octopus and dog eyes
4) bat and dragonfly wings
5) butterfly and beetle legs
6) cat claws and monkey nails
13. Establish a correspondence between the animal organ and comparative anatomical evidence of evolution:
1) chimpanzee hand a) homologues of the human hand
2) forelimbs of a cat b) analogues of a human hand
3) elephant trunk
4) bird wing
5) claw of cancer
6) octopus tentacles
7) penguin flipper
Part C
1. What is the manifestation of biological progress in modern bony fish?
2. Define aromorphosis, give 1-2 examples and prove that these are aromorphoses.
3. Can degeneration lead to biological progress?
4. Why are homologous organs considered one of the evidence for evolution?
5. Define divergence.
Option 3
Part A
1. An increase in the number of a species in nature indicates its:
a) biological progress
b) development along the path of degeneration
c) biological regression
d) development along the path of aromorphosis
2. Simplification of internal and external structure organisms are called:
a) general degeneration
b) aromorphosis
c) idioadaptation
d) regeneration
3. The reduction in the number of species in nature indicates its:
a) wide adaptation
b) development along the path of degeneration
c) biological progress
d) biological regression
4. Modification of the roots of angiosperms adapting to different habitats, this is an example:
a) aromorphosis
b) biological progress
c) idioadaptation
d) general degeneration
5. Structural features that do not indicate morphophysiological regression:
a) loss of digestive organs
b) loss of eyes
c) root reduction
d) extraorganismal digestion
6. As a result of macroevolution, the following are formed:
a) types
b) supraspecific taxa
c) subspecies taxa
d) varieties, breeds, strains
7. Matching the shape of a flower to the shape of the body of an insect pollinator is an example:
a) aromorphosis
b) idioadaptation
c) degeneration
d) modifications
8. Aromorphosis is the occurrence of:
a) protective coloration
b) the similarity of a non-poisonous species with a poisonous one
in) long roots in desert plants
d) four-chambered heart in birds
9. Aromorphosis, which ensured the development of the terrestrial habitat by insects, is the appearance in them of:
a) limbs
c) sense organs
d) tracheal breathing
10. Indicate the incorrect statement: "Biological progress is characterized":
a) increasing the viability of individuals
b) an increase in the number of daughter taxa
c) range expansion
d) a decrease in the number of species
11. Degeneration is:
a) cases of manifestation of signs of ancestors in individual individuals
b) major evolutionary changes leading to the rise of the organization
c) small evolutionary changes that ensure adaptability to the environment
d) evolutionary changes leading to simplification of the organization
12. The most important aromorphoses that ensured the exit of ancient amphibians to land are the appearance of:
a) paired fins and gill breathing
b) scales and mucus on the surface of the body
c) voluminous chest
d) five-fingered limb and pulmonary respiration
13. Large systematic groups - types, classes - arose in the process of evolution by:
a) aromorphosis
b) idioadaptation
c) degeneration
d) biological regression
14. Evolutionary direction, which is characterized by the appearance of small adaptive features in organisms:
a) idioadaptation
b) divergence
c) degeneration
d) aromorphosis
15. Degeneration was not accompanied by evolution in:
b) sedentary (attached animal species)
d) free-living species of plants and animals
16. The main directions of the evolution of organisms are:
a) divergence, convergence
b) speciation processes
c) biological progress and regression
d) idioadaptation, aromorphosis
17. Biological progress leads to:
a) a decrease in the area of the species range
b) an increase in the number of species
c) reduction in the number of populations
d) decrease in the fitness of organisms
18. What refers to aromorphosis:
a) the body shape of the fish
b) lungs and two circles of blood circulation in amphibians
c) different types of beaks in birds
d) hypertrophy of the canine teeth
19. What sign in the organization of animals is the result of idioadaptation:
a) lungs of terrestrial vertebrates
b) homoiothermy of mammals
c) different types of beaks in birds
d) three-chambered heart of amphibians
a) seed
b) a flower
c) fetus
d) needle leaf
21. Organs that have lost their original function during evolution are called:
a) atavisms
b) rudiments
c) homologous
d) similar
22. What group of evidence for evolution are homologous organs:
a) embryological
b) paleontological
c) comparative anatomical
d) genetic
23. Bodies that perform the same functions, but do not have a similar structural plan and a common origin, are called:
a) atavisms
b) similar
c) homologous
d) rudimentary
24. Embryological proof of the evolution of vertebrates is the development of the embryo from:
a) zygotes
b) somatic cell
c) disputes
d) cysts
25. The remnant of the third eyelid in the corner of a person's eye is an example:
a) rudiment
b) a similar body
c) atavism
d) homologous organ
26. Organ homologous to the human coccyx:
a) hoof
b) tail
c) wing
d) last
27. Divergence of signs in organisms leads to:
a) modifications
b) combinations
c) mutations
d) ratios
d) natural
28. Which organs are homologous:
a) limbs of vertebrates
b) gills of cancer and fish
c) the wing of a bird and a butterfly
d) burrowing limbs of a mole and a bear
29. An example of convergent evolution are:
a) shark and dolphin
b) a cat and a tiger
c) wolf and dog
d) lizard and crocodile
30. The presence of "living fossils" in modern flora is evidence of:
a) the historical development of the plant world
b) the diversity of the plant world
c) seasonal changes in plant life
d) the relationship of plants and habitat
31. With divergence, unlike convergence:
a) there is a divergence of characters in the course of evolution on a common genetic base
b) similar traits develop in different groups on a common genetic base
c) occurs under similar environmental conditions
d) there is an association of smaller taxa into large ones
32. Evolution, as a process of development of living matter, has the following properties:
a) irreversible, successive, programmed
b) reversible, successive, not programmed
c) irreversible, successive, not programmed
33. Similar bodies include:
a) a dog's paw and a bird's wing
b) gills of cancer and fish
c) birch leaves and cactus needles
d) all answers are correct
34. Phylogenetic characters in plants do not include:
a) unicellular stage
b) entomophilia
c) the presence of chloroplasts
d) homogeneous cells of the embryo
35. The rule of irreversibility of evolution suggests that:
a) convergence covers only some features
b) convergence is the most widespread process of evolution
c) each species separately is the result of independent evolution
d) all species are related by ties of kinship, originate from the original form and repeat each other
36. The principles of what processes convincingly prove the unity of the origin of organic forms:
a) monophyly, divergence
b) polyphilia, convergence
c) polyphilia, parallelism
d) monophyly, parallelism
Part B
1. Which of the following examples illustrate general degeneration:
a) reduction in the number of fingers to two in ostriches
b) simplification of the nervous system in tapeworms
c) the transformation of the roots of dodder plants into suckers
d) the development of young mammals in the muscular organ - the uterus
e) reduction of perianth, leaves, vascular system from duckweed
e) lack of limbs in snakes
2. Which of the following signs are the criteria for biological progress:
a) an increase in the number of species
b) reduction in the area of the range
c) the emergence of forms with new hereditary traits
d) expansion of species ranges
e) a decrease in the level of adaptability to living conditions
f) an increase in the adaptability of organisms to environment
3. Biological regression is characterized by:
a) a decrease in the number of species
b) simplifying the organization
c) range narrowing
d) transition to a simpler habitat
e) a decrease in the number of species, subspecies, populations
f) simplification of lifestyle (for example, a sedentary lifestyle)
4. Human activity is a powerful factor in biological progress:
a) iron tree
b) sable
c) Ussuri tiger
d) winter wheat
e) Colorado potato beetle
f) the AIDS virus
5. Select signs of biological progress:
a) an increase in the number of individuals of this systematic group
b) decrease in the number of individuals of this systematic group
c) range expansion
d) range narrowing
e) expansion of species diversity within the group
f) reduction of species diversity within the group
6. Embryological evidence for evolution:
a) similarity of embryonic forms
b) comparison of the flora and fauna of the continents
c) island fauna
d) biogenetic law
e) the development of an organism from a fertilized egg
f) vestigial organs
7. The result of evolution is:
a) the emergence of new drought-resistant plant varieties
b) the emergence of new species in changing environmental conditions
c) breeding of highly productive breeds of cattle
d) the formation of new adaptations to life in changed conditions
e) preservation of old species in stable habitat conditions
f) obtaining highly productive broiler chickens
8. Morphological evidence for evolution:
a) phylogenetic series of evolution
b) vestigial organs
c) biogenetic law
d) homologous organs
e) similar bodies
f) comparison of the flora and fauna of the continents
9. Establish a correspondence between the type of organisms and the direction of evolution that is characteristic of it:
1) gray rat a) biological progress
2) bison b) biological regression
3) Amur tiger
4) couch grass
5) Przewalski's horse
6) common dandelion
10. Establish a correspondence between the signs of the directions of evolution and their types:
signs of directions of evolution directions of evolution
1) the number of populations is increasing a) biological progress
2) the range of the species is declining b) biological regression
3) the birth rate in populations exceeds the death rate
4) intraspecific differentiation decreases
5) in populations, the number of sexually mature individuals does not exceed the number of immature individuals
6) intraspecific differentiation increases
11. Establish a correspondence between the sign and the direction of evolution:
1) the emergence of multicellularity a) aromorphosis
2) the emergence of a creeping stem b) idioadaptation
3) loss of roots, leaves, chlorophyll c) degeneration
dodder
4) formation of flippers
5) the appearance of photosynthesis
6) the formation of an elephant's trunk
7) formation of a three-chambered heart
12. Establish a correspondence between the characteristics of the direction of evolution and its type.
characteristic view
1) major evolutionary changes a) aromorphosis
2) disappearance of a number of organs b) general degeneration
3) general rise of the organization
4) simplification of the organization
13. Establish a correspondence between homologous and similar organs and their features:
1) have a different origin a) homologous
2) have a common internal structure b) similar
3) arose as a result of divergence of signs in related groups in the process of evolution
4) have only external resemblance
5) have the same origin
6) arose as a result of the convergence of features in unrelated groups in the process of evolution
14. Establish a correspondence between the animal organ and comparative anatomical evidence of evolution:
1) frog lungs a) cat lung homologues
2) swimmer's trachea b) analogues of cat lungs
3) cancer gills
4) toothless gills
5) fish gills
6) pigeon lungs
Part C
1. An example of which way of achieving biological progress (aromorphosis, idioadaptation or general degeneration) is the variety of finches described by Darwin in the Galapagos Islands?
2. Can idioadaptation lead to regression?
3. Explain the changes that have occurred in the structure of the limbs and the way the horse moves during evolution. What environmental conditions of the ancestors of horses caused this?
4. What is the convergent similarity between a crocodile, a frog and a hippopotamus?
Preview:
monohybrid cross
Lesson type: A lesson in learning new knowledge.
Lesson Objectives:
Educational:
- To form ideas about monohybrid crossing, the first and second laws of G. Mendel.
- To consolidate knowledge of the terms and symbols used in genetics.
- To contribute to the formation of students' skills to find causal relationships between the genotype and phenotype, to continue the formation of a biological picture of the world.
Developing: To develop in students the ability to highlight the main thing, compare, contrast.
Educational:
- To promote the development of interest in genetics as a science.
- Cultivate a tolerant attitude towards people of different races.
Methods: Explanatory-motivating, partially exploratory, method of self-organization of cognitive work.
Equipment:
- Portrait of G. Mendel,
- multimedia equipment,
- Handout,
- dynamic manual "Monohybrid crossing".
During the classes
one . Goal setting 1 min.
What science did you study in the last two lessons? What is the main question that genetics answers?(Attachment 1 , slide number 1).
Today we will get acquainted with new concepts, terms, symbols; learn how to solve genetic problems
2. Preparation for learning new material: 1 min.
In the old movie "The Circus", an actress, a fair-skinned woman, had a child - a dark-skinned baby. Why?
Let us turn to the teachings of the founder of genetics, Gregor Mendel (portrait).
Johann Mendel was born in 1822 into a poor peasant family in a small village in the Austrian Empire (today it is the territory of the Czech Republic. Having taken the monastic dignity, Johann Mendel received his middle name - Gregor. In the monastery, he began to seriously engage in gardening and begged for a small garden fenced with a fence plot.
Who would have guessed that the universal biological laws of heredity would be established in this tiny area.
He devoted many years of his life to the study of genetics.
3. Learning new material. 30 minutes.
Genetics has its own terminology and symbolism.
Let's turn to the memos that are on your desk.
(slide number 2) In the 3rd column we will write the letter image. Now let's get acquainted with the symbolism with which the crossing of hybrids is depicted (icons on the cards):
P - parents (from the Latin "parent" - parents)
♀ - "mirror of Venus" - female,
♂ - "Shield and spear of Mars" - male
X - crossing.
F - from lat hybrid offspring, if the index is 1.2, etc., the numbers correspond to the serial number of generations (F1).
Mendel used peas for his research.(slide number 4)
4. He took homozygous peas by genotype, we write in a notebook: Gene - A, a. The gene for yellow is dominant therefore A, green is recessive - a. Color is a sign. Crossing with a dynamic aid.
So, in the 1st generation, all the peas turned out to be yellow, because the yellow color (dominant) suppresses the green (recessive trait). This is the law of uniformity of hybrids of the 1st generation. It says:(slide number 3) “When two individuals with opposite traits are crossed in the first generation, all hybrids are the same and look like one of the parents.”
Consolidation of material: Problem solving(slide number 4 rabbits number 5)
What are the rabbits like?
Why?
Now let's try to explain the birth of a dark-skinned baby in a fair-skinned woman.
5. 2 Mendel's law(slide number 6)
Consolidation of the material: Problem solving (slide No. 7). We studied crossing on one trait: the color - yellow and green in peas, and the color of the coat and rabbits, that is, on one pair of traits, such a crossing G. Mendel called monohybrid.
4. Control of acquired knowledge. 4 min.
Tests on the tables (4 min.) Remember the definitions. Circle the correct answer. I wish you success(slide number 8)
Peer-to-peer responses on the slide.
Summing up: Now Option 1 pass your tests to Option 2. We will conduct a mutual check, the correct answers and evaluation criteria on the slide(slide number 9)
Changed back.
Raise your hands who has 5 correct answers, who has 4 correct answers. Well done.
5. Consolidation of the acquired knowledge. 4 min.
Front work. The solution of the problem:
The brown-eyed gene in humans dominates the blue-eyed gene. A blue-eyed, homozygous man married a brown-eyed woman whose father has brown eyes and whose mother has blue eyes. Determine the genotypes of each of the mentioned individuals, write down how the trait is inherited. We write the task condition:
gene trait
And brown
and blue
Write down the genotypes together. What will be the offspring? Those. half of the children of these parents will be with brown eyes, half with blue.
6. News of genetic science.
Project: "Human Genome"
The international project was started in 1988. Several thousand people from more than 20 countries work in the project. Since 1989, Russia has also been participating in it. All chromosomes are divided between the participating countries, and Russia got 3, 13, 19 chromosomes. The main goal of the project is to determine the localization of all genes in the DNA molecule. By 1998, about half of the human genetic information had been deciphered.
Today it is established that predisposition to alcoholism and / or drug addiction can also have a genetic basis.
Today, on the basis of genes, a person can be recognized by trace amounts of blood, skin flakes, and so on.
Currently, the problem of the dependence of a person's abilities and talents on his genes is being intensively studied.
The main task of future research is to identify differences between people at the genetic level. This will make it possible to create genetic portraits of people and more effectively treat diseases, assess the abilities and capabilities of each person, and assess the degree of adaptation of a particular person to a particular environmental situation.
Are there any among you who want to become a genetic scientist?
7. Reflection
So, have we reached the goal of the lesson? Prove(slide 1)
8. D/Z § 37. Solve the problem (No. 1, 2, 7 with an asterisk) in the workbook.
Literature:
Preview:
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Slides captions:
The structure of a plant cell
The structure of the endoplasmic reticulum
Ribosome structure
The structure of the mitochondria
The structure of lysosomes
The structure of the Golgi complex
The structure of the chloroplast
The structure of an animal cell
Instruction card to complete practical work: Microscopic examination of plant cells. 1. Point the light at the field of view of the lens 2. Place the micropreparation on the object table 3. Lower the tube to a distance of 2-4 mm 4. Set the lens until a clear image 5. Examine the micropreparation with the plant cells offered to you (tomato, camellia leaf, onion peel) 6. Make notes about their similarities 7. Make notes about their differences 8. Draw what you see 9. Draw a conclusion
Preview:
Topic: Living cells
Goals:
1. Educational: to give an idea of the cell as a structural unit of a living organism; study the structure of the cell.
2. Developing: to form the ability to highlight main idea in the text; define characteristics cell structures; develop cognitive interest through logical thinking.
3. Educators: continue to develop the ability to work in a group, cultivate a culture of communication
Lesson type: lesson of studying and consolidating new knowledge of new material
Methods used in the lesson: explanatory and illustrative, partially exploratory, problem presentation.
Teaching aids: computer support (presentation), table "Structure of plant and animal cells", textbook, workbook.
Lesson plan:
3. Updating knowledge
4. Learning new material
6. Lesson summary
1. Organizational moment (Greeting students, marking absentees, organizing the class in a working way)
2. Repetition of the studied material
Frontal survey: 1. Tell the story of the discovery of the cell. 2. Prove that the cells are alive. 3. Do cells always look like a quad? 4. What shape are the cells? 5. Name the types of cells
3. Actualization of knowledge.
Today we will go on a journey ... At the end of our journey, you will write an essay “My journey to ....”, where you state your ideas about what emotions you experienced during an unusual journey into the world ..... So, open your notebooks, write down the number, the topic of the lesson “Living Cells” (“The Big World of Small Cells”). So where are we going?
4. Learning new material
Ready to travel? Imagine that we have shrunk a million times and we have an exciting, unusual, difficult journey in mysterious world plant cell cell. At the same time, we will fill in the table and schematically draw organelles.
organoid name | The structure of the organoid | Organoid functions |
Before us is a bastion, an impregnable fortress that needs to be conquered - the Cage. It wasn't there! On guard of the state is the guard - the cell membrane (plasma membrane). Not everyone will get inside the cage! You need to find the entrance-pore and manage to get through it. The structure of the membrane is such that not every substance will penetrate through the pores. No wonder the great Russian plant physiologist Kliment Arkadyevich Timiryazev compared the cell membrane with a “lipid ocean with protein icebergs” (lipids-fats, proteins are the basis of life, building material). (making notes) Well, the first obstacle is over! But what is it? Liquid like an ocean stretching to the horizon! This is the cytoplasm - the main contents of the cell, a semi-liquid substance, it contains organelles - the "organs" of the cell, each has its own special structure and has its own special function (work) (Slide No. 1) We make records. Problematic question: What can be compared with the cell membrane and cytoplasm? Expected answer: membrane-boundary, cytoplasm-territory of the state). We swim further. Wow, this is a great road! It's called the endoplasmic reticulum. This organoid permeates the entire cell like a web, because nutrients move along the ER to different organelles of the cell (Slide No. 2. Recordings, drawing). There are small formations on the EPS, they are shown as dots on the table - these are ribosomes (Slide No. 3) Ribosomes are important organelles, they form proteins. And proteins are .... (student answers) Ribosomes consist of 2 subunits - large and small (Records, drawing) Ahead - mitochondria - "the power station of the cell", the respiratory center, its function is to generate energy for the cell, there are many mitochondria in the cell, since a lot of energy is also required, this energy is used for a wide variety of life processes. The mitochondrion looks like a slipper, it is easy to recognize it on the table (Slide No. 4, notes, drawing)
How good it is to swim in the endless ocean! Dive into the waters of the cytoplasm, dive, discover new organelles! And learn, learn, learn something new! Ahead of us are waiting for lysosomes - an intracellular "stomach" that digests "food" in the cell, everything that has outlived its time is hidden in the womb of lysosomes. After all, it’s not without reason that the word “lysosome” translated from Greek means “I dissolve the body” (Slide No. 5, notes, drawing). These organelles are oval in shape and they are called “cell orderlies”.
And here is the Golgi complex, it is named after the Italian scientist who discovered this organoid. A scientist by the name of Golgi found out that this organoid is a warehouse of nutrients, and its structure is special: a system of cavities and bubbles. It is also easy to recognize on the table (Slide No. 6, notes, drawing)
We swim further along the endoplasmic reticulum, overcome intricate labyrinths, wonder, admire. By the way, we find ribosomes on the ER! We go out into open swimming - we need to reach the nucleus - the main control center of the Cell, but on the way there is an obstacle in the form of a group of plastids. Oh, what functions they perform! The most important of them are chloroplasts - green plastids, in addition to what they give green color plants, they provide air nutrition to them. (Slide No. 7) What is beyond the control of animals, the plant easily makes: from water and carbon dioxide in the presence of light, the plant cell produces food for itself - organic matter - glucose (carbohydrate). There is a legend according to which one cook was offered to take as much air as he wanted, as much water as he wanted and as much as he wanted. sunlight and make a sumptuous meal out of it all. The cook thought that they were joking with him, he was completely bewildered. But what is beyond the control of the animal cell, the plant cell can easily do (records, drawing). The “sisters” of chloroplasts are chromoplasts (colored plastids) and leukoplasts (colorless plastids) (Slide No. 8). All the riot of natural colors of plants is provided by different types of plastids (notebook entries)
Vacuoles are the most "delicious" cell formations. They are big, like icebergs in the endless ocean, inside there is sweet cell juice (Slide No. 9, recordings)
But here is Her Majesty the Core. The nucleus is the real queen of the Cell, its most important part. The nucleus is well protected by shells: after all, inside there are chromosome formations in which genes are enclosed. Have you heard such a word? (statements of students). Genes are responsible for traits, all living organisms have different traits. And yet, the nucleus is responsible for all life processes in the cell, a kind of "conductor" of the entire cell. (Slide number 9, notes)
5. Generalization and consolidation of the acquired knowledge
Teacher: So our journey has ended, we are increasing to normal sizes. You are tired, so we will have a physical education session (a warm-up is carried out, accompanied by a tongue twister). We studied the model of a plant cell, in which there are organelles that perform a specific function, work, as in a state, they are all vital parts of the cell. Let's look at an animal cell and compare it to a plant cell. Let's repeat the names of organelles in chorus (shows according to the table of the animal cell).
What is the difference between a plant cell and an animal cell? Suggested student answers: a plant cell has chloroplasts that give the plant a green color, release oxygen, and form nutrients in the light. The plant cell also has vacuoles, they contain cell sap. It gives juiciness to vegetables and fruits. And the plant cell has a dense double cell wall, while the animal cell has a single layer.
Teacher: In order to consolidate, we will carry out practical work.
First, let's recall the rules for working with a microscope (student answers)
Instructional card for practical work: Microscopic examination of plant cells.
1. Aim the light in the field of view of the lens
2. Place the slide on the stage
3. Lower the tube to a distance of 2-4 mm
4. Set the lens to a clear image
5. Consider a micropreparation with plant cells offered to you (tomato, camellia leaf, onion peel)
6. Make notes about their similarities
7. Make notes about their difference
8. Draw what you see
9. Draw a conclusion
Teacher: Are your eyes tired? Let's do exercises for the eyes (close your eyes for 3-5 seconds, then open your eyes for 3-5 seconds, repeat several times)
Lesson Summary: So, what organelles did you learn about today? show on the table (answer, show). You have worked hard, learned a lot, so let's summarize the lesson (announcement and grading).
Home building: Pasechnik V.V.; write an essay “My Journey to the World of the Cell”, creative task: make a crossword puzzle on the topic “Cell Organoids”, continue completing assignments in notebooks on a printed basis.
Lesson topic: PLANT TISSUE (Grade 6)
Purpose: to study the structural features of the tissues of plant organisms;
Tasks: 1). to pay attention to the structural features of tissues; to form the ability to prove the dependence of the structure of plant tissue on the function performed; 2) to continue the formation of skills to compare, analyze, generalize; develop an understanding of the body as a whole;
3).graft careful attitude to nature, to surrounding plants as living organisms.
Equipment: textbooks, computer, projector, tables "Structure of a plant cell", "Plant tissues", drawings of a textbook on this topic.
Lesson type: combined
Teaching methods: partially exploratory, problematic.
Lesson plan:
- Checking knowledge on the previous topic.
- Repetition
- Basic concepts of the topic.
- plant tissues. Structure and functions
- Consolidation.
- Results.
Teacher activity | Student activities |
1 | 2 |
1. Checking knowledge on the previous topic: I.Find the correct answer: 1. What type of division is not accompanied by a reduction (decrease) in the number of chromosomes? a-mitosis b-meiosis
a-one to three b-lve d-four
a-mitosis b-meiosis II. Give definitions of the concepts:
| Students complete assignments in control notebooks, work is handed over to the teacher. |
1 | 2 |
2. To assimilate new material, you need to remember some points from past lessons. Pay attention to the levels of organization of the living. Especially at the cellular and tissue levels. All living organisms have properties that are unique to living things. The lowest level of life organization, where living organisms meet, with all life processes occurring there, is cellular. The cell is small, a single organism of the whole. Plants and animals are also made up of cells.
With. 30-31. | The levels of organization of the living are projected onto the screen. Children must give a description of the properties of the living and compare them with levels. Textile- a group of cells similar in size, structure and functions. intercellular substance- a special substance that connects the cells of one tissue to each other. Plant tissues are projected from the textbook and on the screen. The table is drawn in a notebook. 1-A 2D 3-E 4-C The conclusion is formulated and recorded.
|
Lesson plan: Testing knowledge on the previous topic. Repetition Basic concepts of the topic. plant tissues. Structure and functions Fixing. Results.
Basic concepts of the topic: Tissue - a group of cells similar in size, structure and functions. Intercellular substance - a special substance that connects the cells of one tissue to each other.
Biospheric Biogeocenotic Population Organism Organ Tissue Cellular Levels of Life Organization
Types of plant tissues
Tissue name Location Structural features Functions performed 1. Educational Shoot root tip, embryo Small cells with large nuclei, no vacuoles Constant division, plant growth 2. Integumentary Leaf peel, cork layers of tree trunks Live and dead cells, Thick shells, colorless on leaves Protection from the external environment. participation in respiration and evaporation 3. Mechanical walnut shell, apricot pit, stem fibers Special stony cells. fibers. Woody sheath. Supporting and protective functions 4. Conductive Root, stem, leaf Sieve tubes and vessels are elongated. Conduction of water with substances dissolved in it 5. The main pulp of the leaf and fruit, the core of the stem, the mass of the bark. The cells of the leaf pulp contain chloroplasts. Photosynthesis. Supply of nutrients Comparative characteristics plant tissues
Plant tissues perform various functions and support the vital activity of the plant organism.
Which answer matches the question? What tissue has colorless cells? What tissue contributes to the transfer of nutrients in the plant? What tissue contributes to the formation of nutrients in the leaves? What kind of tissue gives the plant support and protection? Integumentary tissue Educational tissue Mechanical tissue Conductive tissue Base tissue
Conclusion: The body of a plant consists of tissues formed from cells. Each tissue performs a specific function. All plant tissues, performing different functions, support the vital activity of the plant organism.
References: Biology - lesson plans M.V. Vysotskaya Volgograd Publishing house "Uchitel" 2004 Biology - technological maps lessons grade 6 V.N. Sementsova St. Petersburg "Parity" 2002 Big electronic encyclopedia of Cyril and Methodius 2003
Equipment: table "Australopithecine", "Ancient people", textbook Course of the lesson: 1. Organizational moment 2. Repetition of the studied material - frontal survey - testing
The study new topic: opening speech teachers: The biological species of Homo sapiens is about 35-40 thousand years old. How did this species come about? Anthropology (from the Greek. Anthropos - man, logos - doctrine) is a science that studies the origin and evolution of man. Anthroposociogenesis is the doctrine of the origin of man, of his formation as a species in the process of the formation of society. Who defined a person in the primate order and gave the name Homo sapiens?
Human Being Biological and Social Factors of Anthropogenesis Biological Social Struggle for Existence Public Life Natural Selection Consciousness Genetic Drift Speech Isolation Labor activity Hereditary variability
Insectivorous mammals Parapithecus primate order Gibbons Orangutans Dryopithecus Pongids hominids gorillas Human chimpanzees
Lesson type: a lesson in the integrated application of knowledge, skills Method of conduct: lesson-game Teaching tools: computer support Course of the lesson: 1. Organizational moment 2. Motivation of educational activities (message of the objectives of the lesson, familiarity with the rules of the game)
The game involves 3 teams of 5-6 people. The duration of the game is 40 minutes. The game is held for students of the 9th grade (in one or two parallels). The host conducts the game. Scientific consultants - the remaining students determine the correctness of the answers. The game includes the following competitions: 1. “Warm-up “Further, further” 2. “Exclude unnecessary” 3. “Theatre mime” 4. “Shifters” 5. “Restore order” 6. Competition of captains “The smartest.” 7. "You - to us, we - to you." Summarizing. Winner's reward ceremony.
Warm-up "Further, further" Questions are asked in turn to the teams. The correct answer is worth one point. You can use multimedia tools (unanswered questions are given) 1. Science that studies the cell. (Cytology) 2. Substances that are highly soluble in water. (Hydrophilic) 3. The process of penetration of solid particles into the cell. (Phagocytosis) 4. Cations contained in chewing gums "Dirol" and "Orbit" (Calcium ions) 5. Organic substances having highest value in the human body (Proteins) 6. Protein monomers. (Amino acids) 7. The number of basic amino acids in proteins (20) 8. Substances that make up ribosomes (Protein. Ribosomal RNA) 9. Function of ribosomes (Protein Synthesis) 10. Group of ribosomes (Polysome) 11. Cells with chloroplasts (Plant) 12. The reason for the green color of the chloroplast (Pigment - chlorophyll) 13. Nuclear-free cells (Prokaryotes) 14. Monomer of nucleic acids (Nucleotide) 15. Types of the endoplasmic reticulum (Smooth and rough) 16. Folds of the inner membrane of mitochondria (Crystas) carrying information about the structure of the protein (Gene) 18. Substances carried by hemoglobin (Oxygen, carbon dioxide) 19. Relationship between phosphoric acid residues in ATP (Macroergic) 20 Types of nitrogenous bases in DNA (Adenine, guanine, thymine, cytosine)
Competition "And remove the superfluous" Conducted using multimedia learning tools. In each column-1 word is superfluous in meaning, find and explain the choice. Correct answer -1point 1. Nucleotide 4. Fructose Amino acid Polymerase Phosphoric acid Sucrose 2. Ribosome 5. DNA Mitochondrion ATP Ribose RNA 3. Denaturation 6. Adenine Renaturation Guanine Degeneration Alanine
Competition "Theatre-mim" Teams receive sheets with the names of biological processes and depict them without words. Both commands are evaluated (guessing and imagining) 1. Photosynthesis 2. Denaturation 3. DNA replication 4. Complementarity 5. Transcription 6. Translation
Competition "Changelings" Competition for fans (scientific consultants), is in preparation for the previous competition. Changeling is an expression made up of antonyms. The correct answer is 1 point. 1. Cell multiplication (Cell division) 2. Yolk decay (Protein synthesis) 3. Sympathize with hares - do not sit at home (Be afraid of wolves - do not go into the forest) legs are bad, but four are even worse (One head is good, and two are better) 6. The hare is starving because of the hands (The legs feed the wolf) 7. To die with dogs is to sing like a dog (To live with wolves is to wolf howl)
Competition "Restore order" The competition is held with the use of multimedia teaching aids. It is necessary to restore the order in the arrangement of terms from smallest to largest. Correct answer -1 point 1. Biosphere 2. Cell 3. Population 4. Organ 5. Organism 6. Molecule
Competition of captains "The smartest" The competition is held with the use of multimedia teaching aids. Images of some biological objects are given, you need to name them. (SLIDE SHOW) Correct answer - 1 point
Identify animal and plant cells, name the visible organelles (in writing)
Name the cells you know (in writing)
Name the object and its composition
Name the organelle and its function
Name the organelles and their functions
What phenomenon is shown in the figure, name the stages
What process is shown in the figure
What is shown in the picture?
What formula is shown in the picture?
What process is shown in the picture?
Competition "You - to us, we - to you" Teams guess riddles prepared by rivals or ask questions on the topic. Each question and answer is worth 1 point. Questions should be short. The team that asked the most questions and gave the correct answers wins. Reflection After summing up, the teacher invites students to answer the questions:
one) . Guys, did you like the lesson?: A- yes, b- no, c- not really 2). If you liked the lesson, then what exactly: A - competitions, b - work in groups, c - free, relaxed atmosphere in the lesson, d - something else 3). Are you satisfied with your activities in the lesson: A- yes, b- no, c- not very Summing up - presentation of scientific consultants Homework paragraph 29 (textbook by N.I. Sonin) 6
Examples of similar bodies are
1) bat wing and butterfly wing
2) human hand and horse leg
3) horny lizard scales and tortoise shell
4) mandible and dog
Explanation.
Analogous organs - organs and parts of animals or plants that are similar to a certain extent in appearance and performing the same function, but different in structure and origin.
1. bat wing and butterfly wing (bird wings are modified forelimbs, insect wings are folds of chitinous cover)
Answer: 1
Establish a correspondence between animals and the group to which it belongs according to the method of nutrition
Explanation.
Herbivorous include: field mouse, white hare, Colorado potato beetle. Carnivorous - predators include: wolf, freshwater hydra, ladybug.
Answer: 221211.
Answer: 221211
Section: Kingdom Animals
Source: Unified State Examination in Biology 06/12/2013. Second wave. Option 1.
Tatiana Bocherikova 13.02.2016 22:35
The vast majority of ladybugs are predators, but there are also herbivores. How, in this case, to determine the belonging of an animal to a food group, not specifically even about a ladybug, but in general? By overwhelming majority?
Natalya Evgenievna Bashtannik
Match the example to the process to which the example applies.
| A | B | AT | G | D |
Explanation.
Divergence: variety of pigeon breeds; the dependence of the shape of the beak in the Galapagos finches on the method of obtaining food. Convergence: the similarity of function between a butterfly wing and a bat; the structure of the eye of an octopus and a person; similarities in the form and function of the limbs of the mole and the bear
Answer: 12212.
Duplicates task 12538
Answer: 12212
Select the cells in which the set of chromosomes is diploid.
1) oocytes of the first order
2) plant eggs
3) animal spermatozoa
4) mouse liver cells
5) brain neurons
6) moss leaf cells
Explanation.
Diploid cells (2n) of animals: somatic (bodily) cells, zygote (fertilized egg), primary germ cells (spermatogonia, oogonia), maturing germ cells at the stage of reproduction and growth stage (spermatocytes of the first order and oocytes of the first order).
Haploid cells (n) of animals: mature germ cells (spermatozoa and eggs), as well as germ cells at the stage of maturation (second-order spermatocytes, spermatids, second-order oocytes).
Diploid cells (2n) of plants: zygote (fertilized egg), somatic cells of adult plants of club mosses, horsetails, ferns, gymnosperms and angiosperms, moss sporogon cells.
Haploid cells (n) of plants: germ cells (egg, spermatozoa, sperm), spores (zoospores, microspores, macrospores), cells of adult green algae plants (chlamydomanas, ulotrix) and adult moss plants, cells of moss overgrowth, horsetails, ferns, nuclei embryo sac and pollen grain of seed plants.
(1) first-order oocytes - the germ cell in the growth stage has diploid set chromosomes;
(2) plant ova - mature germ cells have haploid set;
(3) animal spermatozoa - mature germ cells have haploid set;
(4) mouse liver cells - animal somatic cells have diploid set;
(5) brain neurons - animal somatic cells have diploid set;
(6) moss leaf cells - adult moss plant cells have haploid set.
Answer: 145.
Answer: 145
Establish a correspondence between the type of organisms and the direction of evolution that is characteristic of it: for each position given in the first column, select the corresponding position from the second column.
Write down the numbers in response, arranging them in the order corresponding to the letters:
| A | B | AT | G | D |
Explanation.
Progress is characterized by an increase in the number of individuals in the population, the expansion of the range, the genetic diversity of individuals, the predominance of young individuals, and the prosperity of the species. In progress: red cockroach, field mouse, rock dove. In biological regression: coelacanth, sequoia.
Answer: 11122.
Answer: 11122
Establish a correspondence between the organism and the direction of evolution along which its development is currently taking place: for each position given in the first column, select the corresponding position from the second column.
Write down the numbers in response, arranging them in the order corresponding to the letters:
| A | B | AT | G | D |
Explanation.
Progress is characterized by an increase in the number of individuals in the population, the expansion of the range, the genetic diversity of individuals, the predominance of young individuals, and the prosperity of the species. In progress: earthworm, house mouse, housefly. In biological regression: emu ostrich, Ussuri tiger.
Answer: 21112.
Answer: 21112
Establish a correspondence between examples of evolutionary processes and the directions in which they proceeded: for each position given in the first column, select the corresponding position from the second column.
| BUT | B | AT | G | D | E |
Explanation.
Divergence: Differences in beak shapes among Galapagos finches; differences in the shape of the skull in mammals; different breeds of pigeons. Convergence: shark and dolphin body shape; the appearance of similar organs; wings of butterflies and bats.
Answer: 122121.
Note.
Divergence - a divergence of signs and properties in initially close groups of organisms in the course of evolution. Convergence is the process of rapprochement, convergence of features in unrelated groups of organisms.
Anya Trufanova 03.10.2018 22:24
Sharks and dolphins are chordates with a common origin. So their organs are homologous. Although at the same time they the same signs(body shape). What is stupidity?
Natalya Evgenievna Bashtannik
convergence - convergence of signs during life in similar conditions ... analogues - in another sentence ...
Establish a correspondence between the organs of animals and the evolutionary processes as a result of which they were formed: for each position from the left column, select the corresponding position from the right column.
Write in the table the selected numbers under the corresponding letters.
| BUT | B | AT | G | D |
Explanation.
1) convergence: A) bird and butterfly wings; B) dolphin flippers and penguin flippers; D) eyes of an octopus and a cat
2) divergence: C) the limbs of the bear and the grasshopper; D) limbs of a crocodile and a bat
Divergence - a divergence of signs and properties in initially close groups of organisms in the course of evolution. Convergence is the process of rapprochement, convergence of features in unrelated groups of organisms.
Answer: 11212
Answer: 11212
Section: Basics evolutionary doctrine
Anastasia Koroleva 04.03.2019 19:08
Why are crocodile and bat limbs divergence? After all, a crocodile is a reptile, and a mouse is a mammal?
Natalya Evgenievna Bashtannik
I sincerely support your bewilderment, but following the logic of the definition (and the compilers of the task) - probably, they mean a common origin (mammals descended from reptiles).
Choose three correct answers from six and write down the numbers under which they are indicated in the table.
1) a wide ribbon and a man
2) lamprey and fish
3) hermit crab and sea anemone
4) carp and pike
5) malarial plasmodium and mosquito
6) owl and mouse
1. Wide ribbon and man;
2. Lamprey and fish;
5. Malarial plasmodium and mosquito.
Answer: 125.
3. Hermit crab and sea anemone - symbiosis.
4. Carp and pike - predation.
6. Owl and mouse - predation.
Answer: 125
Establish a correspondence between examples and comparative anatomical evidence of evolution: for each position given in the first column, select the corresponding position from the second column.
Write in the table the selected numbers under the corresponding letters.
| BUT | B | AT | G | D | E |
Option 1
1. The difference between living and non-living is:
1) changing the properties of an object under the influence of the environment
2) participation in the cycle of substances
3) reproduction of their own kind
4) change in the size of the object under the influence of the environment
2. The initial unit of systematics of organisms is
1) Species 3) population
2) genus 4) individual
3. The consequence of population isolation is
1) migration of individuals to a neighboring territory
2) violation of their gender composition
3) inbreeding
4) violation of their age composition
4. The formation of new species in nature is not affected by:
1) mutational variability
2) struggle for existence
3) natural selection
5. Aromorphosis, which ensures the development of terrestrial habitat by insects, is the appearance of
1) limbs
2) nervous system
3) sense organs
4) tracheal breathing
6. Specify false statement: Biological progress is characterized»
1) increasing the viability of individuals
2) an increase in the number of individual taxa
3) expansion of the range
4) a decrease in the number of species
7. The emergence of the first vertebrates on land in the process of evolution contributed to the appearance of
2) nutrition with ready-made organic substances
3) devices for breathing oxygen in the air, for moving on land
4) internal skeleton (cartilaginous or bone)
8. Which of the following characteristics of a person is classified as atavism?
1) the birth of a person with an elongated tail
2) division of the body into sections
4) the presence of the chest and abdominal cavities of the body
9.
1) driving
2) stabilizing
3) bulk
4) methodical
10. The similarity of man and anthropoid animals testifies to their
1) kinship and general plan buildings
2) the same level of organization
3) convergent similarity
4) origin from different ancestors
1 . Establish a correspondence between organisms and directions of evolution, according to which the development of these organisms is currently taking place
organisms
1) emu ostrich Directions of evolution
2) gray rat A) biological progress
3) house mouse B) biological regression
4) blue-green (cyanobacteria)
5) eagle golden eagle
6) Ussuri tiger
2. Establish in what chronological sequence the main groups of plants appeared on Earth.
B) flower
B) ferns
3. Establish the sequence of action of the driving forces of evolution
A) struggle for existence
B) reproduction of individuals with beneficial changes
C) the appearance in the population of various hereditary changes
D) preservation of predominantly individuals with hereditary changes that are useful in given environmental conditions
D) the formation of adaptability to the environment
1. Give a short answer to the questions:
1. What impact did the creation of evolutionary theory have on the formation of the modern natural-science picture of the world?
2. In swampy areas of the tundra, many plants suffer from a lack of moisture. What is it connected with?
2. Give a detailed answer to the question:
Why are people of different races classified as the same species?
Biology test in grade 11
Option 2
1. The structure and functions of protein molecules are studied at the level of organization of a living
1) organism
2) fabric
3) molecular
4) population
2.The elementary unit of existence and adaptation of a species is
1) individual 3) subspecies
2) population 4) variety
3.As a result of the interaction of the driving forces of evolution,
1) reproduction of organisms
2) the formation of new species in nature
3) mutation process
4) isolation of populations
4.. Specify the group of organisms formed as a result of idioadaptation
1) kingdom Animals 3) class Mammals
2) genus Rabbits 4) type Chordates
5. What a change not applicable to aromorphosis?
1) live birth in mammals
2) progressive development of the brain in primates
3) the transformation of the limbs of whales into flippers
4) constant body temperature in birds and mammals
6. Among the chordates, the most high level organizations have
1) bony fish
2) reptiles
3) mammals
4) amphibians
7. To driving forces anthropogenesis does not apply
1) struggle for existence
2) public lifestyle
3) hereditary variability
4) modification variability
8. The origin of man from mammals is evidenced by
1) advanced thinking in mammals
2) a similar structure of all organ systems, the development of embryos
3) eating plant and animal food
4) social lifestyle of mammals
9. The presence of a tail in a human embryo at an early stage of development indicates
1) emerging mutations
2) about the manifestation of atavism
3) violation of the development of the fetus in the body
4) the origin of man from animals
10. What selection preserves the species characteristics of modern man?
1) driving
2) stabilizing
3) bulk
4) methodical
1 . Establish a correspondence between causes and methods of speciation
Causes of speciation Methods of speciation
1) expansion of the range of the original species A) geographical
2) stability of the range of the original species B) ecological
3) division of the species range by different
barriers
4) the diversity of variability of individuals within the range
5) diversity of habitats within
stable range
2. Establish the sequence of subordination of systematic categories in animals, starting with the smallest.
A) the Wolf family (Canidae)
B) class Mammals
B) species Common fox
D) detachment Predatory
D) type Chordates
E) genus Fox
3. Establish the sequence of stages of changing the color of the wings of the birch moth butterfly in the process of evolution
A) preservation of dark butterflies as a result of selection
B) discoloration of birch trunks due to environmental pollution
C) reproduction of dark butterflies, preservation of dark individuals in a number of generations
D) the destruction of light butterflies by birds
E) change after some time in the color of individuals in the population from light to dark
1. Give a short answer to the questions:
1. Why were the first living organisms of the Earth heterotrophs?
2. What is the convergent similarity between a crocodile, a frog and a hippopotamus?
2. Give a detailed answer
Why do some people have atavisms?
Answers: Grade 11
A: 3,1,3,4,4,4,3,1,1,2 A: 3,2,2,2,3,3,4,2,4
V: BAAABB V: ABABB
DGVAB VEAGBD
VAGBD BGAVD
1. evolutionary theory approved and proven historical development wildlife, species variability.
2. Cold water is poorly absorbed by the roots of plants, because the root pressure decreases and the sucking force decreases.
3. - Due to the similarity of the structure, life processes, behavior.
Due to genetic unity - the same set of chromosomes;
Interracial marriages produce offspring capable of reproduction.
B -2 C: 1. There were many organic matter, and organisms have not yet formed a mechanism of autotrophic nutrition.
2. In a similar arrangement of the eyes and nostrils on the head.
Total: 10b A + 16b B + 5bC = 31b
Grading norms:
For an assessment of "5" -b (10bA + 2-3 tasks B + 1-2 tasks of part C)
On "4" - 22 - 26b (10bA + 1-2 tasks B)
On "3" -b (7-8bA + 1 taskB, mistakes were made)
On " 2" - 16 or less points, i.e. less than half of the control work, admitted
gross biological errors)
Final examination in biology for the course of grade 11 Option 1
1. Choose three traits that can be considered the results of biological evolution.
A. adaptation of the organism to the environment
B. Geological transformation of the Earth
B. the emergence of new strains of viruses
D. extinction of species unadapted to environmental conditions
D. the emergence of ethnic groups
E. the emergence of writing
2. Select three features that characterize mutations:
A) are adaptive
B) are inherited
B) are random
D) not inherited
D) do not affect the genotype
E) the genotype changes
3. Divide the factors listed below into abiotic and biotic
| a. Chemical composition water b. Diversity of plankton in. The presence of bacteria in the air d. The presence of nodule bacteria on the roots of legumes e. Soil salinity e. Water flow rate | 1. Abiotic factors 2. Biotic factors |
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4. Establish a correspondence between organisms and directions of evolution
| organisms | Directions of evolution |
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| A. emu B. gray rat B. house mouse D. Blue-green (cyanobacteria) D. Eagle golden eagle E. Ussuri tiger | 1) biological progress 2) biological regression |
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5. Establish a correspondence between the characteristics of the common toothless and the criteria of the species that they characterize.
| Signs: | View criteria: |
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| a. body covered with a mantle b. sink has two doors c. lives in fresh water circulatory system is not closed e. feeds on aquatic microorganisms e. the larva develops in water | 1) ecological 2) morphological |
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6. Set the sequence of objects in the pasture the food chain
Aphid
Spider
Ladybug
Rook
bird cherry Answer______________
7. Set the chronological sequence of anthropogenesis
skillful man
Homo erectus
Dryopithecus
Neanderthal
Cro-Magnon. Answer______________
8. Insert into the text “La Marquisism” the pro-p-shchen-nye ter-mi-ns from the pre-lo-women-no-th-re-rech-nya, using the number for this -lo-vye-knowledge-che-niya. Write in the text the numbers of the selected from-ve-tov, and then in-lu-chi-shu-yu-sya after the next-to-va-tel-ness of the numbers (according to the current stu) write-shi-te in the table below.
La marqueism
La-marquisism - evo-lu-qi-on-naya concept, os-but-you-va-yu-shcha-i-sya on theory, you-dvi-well-toy in on -cha-le of the 19th century _________ (A) in the tract-ta-te "Phi-lo-so-fia zoo-logia". In a broader sense, to the la-mar-kist-sky, there are various evolutionary theories that arose in the XIX - per- the howl of the third of the 20th centuries, in some ways, as the basis of the new ____________ (B) of the evolutionary force of the race -tion to __________ (B). As a rule, great importance in such theories is also attached to the influence of __________ (G) organ-g-news on evolution-lu-ci-on-ny destinies or-ga-niz-mov, because pre-la-ha-et-sya, that the consequences of exercise and non-exercise and non-exercise can be re-yes - to go by _________________ (D).
Pe-re-chen ter-mi-nov:
1) sta-bi-li-zi-ru-yu-shchi
2) moving
3) inheritance
4) exercise
5) progress
6) La Mark
7) Lin-ney
8) Dar-win
Write down the numbers in response, sort them out in a row, corresponding to the letter-to-you:
9. Find-di-those errors in the given text. Indicate the no-mea-ra of the pre-lo-zh-ny, in some ways they are up-to-push-us, correct them. According to the basics, in the same way, no-yam, of the syn-te-ti-che-theory of evolution:
1. Ma-te-ri-a-scrap for evolution serves as a consecutive of men-chi-ness, that is, mutation and combi-bi-na-tion genes. 2. Move-zhu-schi-mi si-la-mi evo-lu-tion yav-la-yut-sya from me-non-ge-no-fon-yes-po-la-tion and nick-but-ve-nie at-s-sob-len-no-sti or-ga-niz-mov to the conditions of existence-va-niya. 3. On-right-la-th-factor of evolution - natural selection, based on conservation and on-cop-le-nii inherited from me-not-ny or-ga-niz-ma. 4. The smallest evo-lu-qi-on-naya unit-ni-tsa - view. 5. Evolution has a gradual and long-term character. 6. Vi-do-o-ra-zo-va-nie as a stage of evolution-lu-tion on-zy-va-et-xia mak-ro-e-vo-lu-qi-ey
1.________________________________________
2.__________________________________________
3.__________________________________________________
10. Are the following judgments about the functions of living matter in the bio-sphere correct?
A. Ga-zo-way function of the living substance is peculiar in the eco-si-ste-me only pro-du-tsen-there.
b. some products of life-not-de-I-tel-no-sti.
1) only A is true
2) only B is true
3) both sentences are true
4) both judgments of non-faith
Final control work in biology for the 11th grade course
Option 2
Last name, first name, class ___________________________________________________________
1. Choose three correct answers. The result of evolution is:
emergence of new varieties of plants
emergence of new species under changing conditions
breeding of new breeds
the formation of new adaptations in changing conditions
preservation of old species in stable conditions
obtaining new breeds of chickens
2. You-be-ri-those in the same way, from-but-sya-schi-e-sya to the syn-te-ti-che-theory of evolution.
The answer is for-pi-shi-te digits-ra-mi without spaces.
1. element-men-tar-noy unit-ni-tsey evolution-lu-tion yav-la-et-sya-po-la-tion
2. the influence of the external environment on the right-le-but on the development of useful signs
3. natural selection - the main reason for the vi-to-ob-ra-zo-va-nia and the development of adaptation
4. ma-te-ri-a-scrap for evolution serves mo-di-fi-ka-qi-on-naya from-men-chi-vost
5. element-men-tar-noy unit-ni-tsey evolution-lu-tion yav-la-et-sya view
6. ma-te-ri-a-crowbar for evolution serves mu-ta-qi-on-naya and com-bi-on-qi-on-naya from-men-chi-vost
3. Establish a correspondence between the sign of the liver fluke and the criterion of the species for which it is characteristic.
| a) The larva lives in water b) The body is flattened d) Feeds on host tissues e) Has two suction cups e) The digestive system has a mouth opening | 1) Morphological 2) Ecological |
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4. Establish a correspondence between the death of plants and the form of the struggle for existence.
| Cause of plant death | A form of struggle for existence |
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| a) plants of the same species crowd out each other b) plants die from viruses, fungi, bacteria c) seeds die from severe frost and drought d) plants die from lack of moisture during germination e) people, cars trample young plants f) a large number of fir trees interfere with the growth of pine | 1) Intraspecific 2) Interspecies 3) fight against adverse conditions |
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5. Establish a correspondence between the characteristics of the systematic group and the direction of evolution
| a) Variety of species b) Limited area c) A small number of species d) Wide ecological adaptations e) Wide area f) Reducing the number of population | 1) Biological progress 2) Biological regression |
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. Set the sequence of objects in the pasture food chain
ground beetle
Linden
caterpillars
Owl
Tit. Answer______________
7. Set in what chronological sequence the main groups of plants appeared on Earth
Flowering
ferns
psilophytes
Seaweed Answer______________
8. Insert into the text "Dar-vi-nizm" the pro-p-shchen-nye ter-mi-ns from the pre-lo-women-no-th-re-rech-nya, using for this number of designations. Write in the text the numbers of the selected from-ve-tov, and then in-lu-chi-shu-yu-sya after the next-to-va-tel-ness of the numbers (according to the current stu) write-shi-te in the table below.
Darwinism
Dar-vi-nism - by the name of the English-gli-sko-go on-tu-ra-li-hundred _________ (A) - on the right-le-tion of the evo-lu-qi-on-noy thought, for-ver -women of something-ro-go-go-with the basics-new-we-mi idea-I-mi Dar-vi-na in the pro-evolution-lu-tion, accord- but somehow the main ___________ (B) evolution is _______________ (C) selection. In a broader sense, not-rarely (and not with-everything right) is used to denote evolution-lu-qi-on -no-go teaching or evolution-lu-qi-on-noy biology in general. Dar-vi-nism pro-ty-in-put-la-yut ideas ____________ (G) someone believed that the main driving force of evolution was -la-et-sya at-su-sche or-ga-niz-mum striving for _____________ (D).
Pe-re-chen ter-mi-nov
1) property
2) factor
3) perfection
4) artificial
5) natural
6) La Mark
7) Lin-ney
8) Dar-win
Write down the numbers in response, sort them out in a row, corresponding to the letter-to-you:
9. Read the text and find sentences in it that contain biological errors. First write down the numbers of these sentences, and then formulate them correctly.
1. All environmental factors affecting organisms are divided into biotic, geological and anthropogenic.
2. Biotic factors are temperature, climatic conditions, humidity, illumination.
3. Anthropogenic factors - the impact of man and the products of his activities on the environment.
4. Factor whose value in this moment is within the limits of endurance and most deviates from the optimal value is called the limiting value.
5. Cannibalism is a form of mutually negative interactions between organisms.
1._________________________________________
2.____________________________________
3.________________________________________
10. Are the following judgments about living matter in the bio-sphere correct?
BUT. The living substance of the plan-not-you provides-pe-chi-va-et an uninterrupted circle-of-mouth of substances and the transformation of energy -gii in the bio-sphere.
B. The living substance of the races-pre-de-le-but in the bio-sphere is equally-but-measured, except for the waters of the North-no-go Le-do -ve-that-oce-a-on.
1) only A is true
2) only B is true
3) both sentences are true
4) both judgments of non-faith
| 1 option | Option 2 |
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| Aug | |||
| bwe | |||
| 122211 | 212211 |
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| 211122 | 123322 |
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| 221211 | 122112 |
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| 51324 | 23154 |
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| 31245 | 54312 |
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| 62543 | 82563 |
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Total maximum - 50 points
45-50 points - mark 5
38-44 points - mark 4
25 -37 points - mark 3
Less than 24 points - mark 2.
Structure and content of the work
Purpose of the event: identification of the level of development of students educational material course "General Biology" at the end of grade 11
Estimated time to complete the test is 40 minutes.
Each version of the work consists of 10 tasks, differing in forms and levels of complexity.
Task 1.2 - choice of three correct answers (0-3 points)
Task 3-5 - compliance (0-5 points)
Task 6-7 - sequence (0-5 points)
Task 8 - write in terms (0-5 points)
Task 9 - correct errors in the text (0-3 bpalla)
Task 10 - choose one correct answer (0-1 point)
Codifier
| affairs | control- ruminable element | Question number in the test | Content Items Reviewed by Work Orders |
| Development of the evolutionary teachings of Ch. Darwin |
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| Type and its criteria |
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| Populations. Genetic composition and changes in the gene pool of populations |
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| The struggle for the existence of its form, Natural selection and its forms |
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| Plant and animal system - evolution display |
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| The main directions of evolution of the organic world |
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| Anthropogeny |
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| Ecosystem |
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| Environmental factors of the environment |
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| Food connections in ecosystems |
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| Biosphere - global ecosystem |
final control work in biology in grade 11__ Class 11 ""
FULL NAME. teachers ______________________
Date: " " _______________ 20 years
The number of students who did the work ______,
absent
dealt with control work for "5" pers. %
"2" _ __ pers. %
Didn't get the job done. %
| students | Did the job | Got a mark |
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