Laboratory work 2 biology. Laboratory work in biology

Laboratory works

to the course "Biology Grade 8"

LAB #1

on the topic: "Catalytic activity of enzymes"

Target: observe the catalytic function of enzymes in living cells.

Equipment: 1) 2 tubes

2) water bottle

3) raw and boiled potatoes

4) hydrogen peroxide (3%)

Working process:

1. Pour water into test tubes to a height of about 3 cm.

2. In one, add 3-4 pieces the size of a pea of raw potatoes, in the other - the same amount of boiled.

3. Pour 5-6 drops of hydrogen peroxide into each.

Formulation of results:

Describe what happened in the first and second test tubes. Sketch the experience.

What is the name of a substance that speeds up a chemical reaction?

What is an enzyme? Under what conditions does it operate?

Dooutput, explaining the results of the experiments.

LABORATORY WORK № 2

on the topic "Human tissues under a microscope"

Target: get acquainted with the microscopic structure of some tissues of the human body, learn to identify their distinctive features

Equipment: 1) microscope

2) micropreparations:

* for option 1: "Glandular epithelium", "Hyaline cartilage",

* for option 2: "Nervous tissue", "Smooth muscles"

Working process:

Prepare the microscope for work and examine the micropreparations.

Formulation of results: Write down what you see in your notebook.

Dooutput , listing the distinctive features of the tissues you saw (the type and location of cells, the shape of the nucleus, the presence of intercellular substance)

LABORATORY WORK № 3

on the topic: "Structure of bone tissue"

Target: to get acquainted with the structure of tubular and flat bones.

Equipment: 1) handout "Bone cuts"

2) sets of vertebrae

Working process:

1. Consider cuts of flat and tubular bones, find a spongy substance, consider its structure, in which bones is there a cavity? What is it for?

Formulation of results:

Sketch in your notebook what you see, make captions for the drawings.

Dooutput comparing flat and tubular bones.

How to prove that bone tissue is a type of connective tissue?

Compare the structure of cartilage and bone tissue.

LABORATORY WORK № 4

on the topic: "The structure of the spine"

Target: to get acquainted with the features of the structure of the human spine.

Equipment: 1) sets of human vertebrae

Working process:

Consider the vertebral column and its departments in the textbook drawing.

How many vertebrae are in each department?

Examine the vertebrae from the set. Determine which department they are from. Take one of the vertebrae and orient it as it is in the body.

Using the drawing of the textbook, find the vertebral bodies, the arch, the vertebral foramen, the posterior and anterior processes, the junction with the overlying vertebra.

Fold up a few vertebrae and watch how they form the spine and spinal canal.

What do all vertebrae have in common and how do they differ?

According to the results of observations, fill in the table:

The structure of the spine.

Departments of the spine	Number of vertebrae	Structural features

LABORATORY WORK № 5

on the topic: "Microscopic structure of human and frog blood"

Target: get acquainted with the microscopic structure of human and frog erythrocytes, learn how to compare them and correlate the structure with function

Equipment: 1) microscope

2) micropreparations "Human blood", "Blood

frogs"

Working process:

1. Prepare the microscope for work.

2. Consider micropreparations, compare what you see.

Formulation of results:

draw 2-3 human and frog erythrocytes

Dooutput , comparing human and frog erythrocytes and answering the questions: whose blood carries more oxygen? Why?

LABORATORY WORK № 6

on the topic: "The composition of inhaled and exhaled air"

Target: find out the composition of inhaled and exhaled air

Equipment: 2 flasks with lime water

Working process:

Remember the percentage composition of air. What is the percentage of oxygen and carbon dioxide in the classroom air?

Consider the device. Is the liquid in both tubes clear?

Take a few breaths and exhale through the mouthpiece, determine which test tube the inhaled and exhaled air goes into? In which test tube did the water turn cloudy?

Draw a conclusion from experience.

LABORATORY WORK № 7

Lab #1

Topic: Consideration of spore, seed (gymnosperms and angiosperms) plants: cuckoo flax, fern, Scots pine, shepherd's purse, tomatoes.

Target: Consider the external structure of spore and seed plants.

Equipment: Hand magnifier, plant herbarium.

Safety precautions:

Tools related to laboratory equipment, use only with the permission of the teacher.

Handle the tool carefully, do not let it fall.

After work, put the workplace in order, hand over the devices to the teacher.

Working process:

Task 1. Acquaintance with spore plants

Examine the plant and fern leaf

Indicate what numbers indicate the leaves, rhizomes, spores

_____________________

Make a conclusion why the fern is a spore plant.

Rice. one. Fern is the highest spore plant.

Task 2. Acquaintance with a flowering plant

Consider a flowering plant (shepherd's purse).

Find its root, stem, leaf, flower.

_______________________________

Conclude why shepherd's purse, tomato, Scots pine are seed plants.

reference

Plants differ in origin (wild and cultivated), in life span (annual and perennial), in appearance (life forms), in complexity of body structure (higher and lower), and in body size. Most of them are green. Due to the presence of chlorophyll, all of them are able to form organic substances in the light and release oxygen. All plants are organisms. Seed and spore plants are members of the plant kingdom. Plants that reproduce by spores are called spore. Plants that produce seeds are called seed.

Seed plants that produce flowers are called flowering plants.

Lab #2

Topic: Introduction to magnifiers and laboratory instruments .

Target: To study the device of a magnifying glass and a microscope and methods of working with them.

Equipment: microscope, loupe.

Working process:

Tasks:

Consider the magnifying glass, what parts it has.

Familiarize yourself with the rules for using a magnifying glass.

Examine the microscope, find a tube, an eyepiece and an objective with magnifying glasses, a tripod with an object table and a mirror, screws. Find out the meaning of each part.

Familiarize yourself with the rules for using a microscope in the textbook. Work out the sequence of actions when working with a microscope.

Name the components of a microscope and their importance. Fill the table:

Part of a microscope	Meaning


Lens
Adjustment screws

Subject table

How to find out how many times the microscope magnifies?

Draw a general conclusion.

Lab #3

Subject: Micropreparation of onion skins a, leaf epidermis.

Target : To study the structure of onion skin cells and leaf epidermis.

Equipment: microscope, dissecting needle, glass slide, onion scales, glass of water, gauze.

Tasks:

Prepare the glass slide by wiping it with gauze. Place 1-2 drops of water on a glass slide.

Using a dissecting needle, remove a small piece of transparent skin. Place a piece of skin in a drop of water and flatten with the tip of a needle.

Examine the prepared preparation under a microscope. Note which parts of the cell you see.

Preparation of the preparation of onion skin scales.

Examination of a micropreparation under a microscope.

Start examining the prepared preparation at a magnification of 56 times (x8 objective, x7 eyepiece). Carefully moving the glass slide over the stage, find a place on the preparation where the cells are best seen.
What are you watching? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Examine the cells under a microscope at 300x magnification (x20 objective, x15 eyepiece). What are you watching? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Output:

During the laboratory work, we ______________________________________________________________

Lab #4

Topic: Study of the structure of a plant cell on the example of an elodea leaf, leaf skin.

Target: To study the structure of the cell of the leaf and the skin of the leaf.

Equipment: microscope, ready micropreparation of the sheet.

Tasks:

Examine the specimen under a microscope.

Find organelles in cells (nucleus, vacuoles, chloroplasts)

Sketch 2-3 leaf cells, designate the membrane, cytoplasm, nucleus, vacuoles and chloroplasts.

Output:

Lab #5

Topic: The structure of seeds of monocots and dicots.

Acquaintance with a variety of seeds of vegetable crops.

Target: To study the structure of bean and wheat seeds.

Equipment: dry and swollen seeds of wheat and beans, Petri dishes.

Tasks:

Examine dry and swollen seeds of wheat and beans, compare their size and external shape.

Remove the skin from the swollen bean seed (explain why the skin of the grain is not removed).

Examine the embryo, find the cotyledons, embryonic root, stalk, kidney.

Draw a bean seed and a grain of wheat, label the parts of the seed.

Make a conclusion: What are the similarities and differences in the structure of the seeds of monocots and dicots?

Consider the seeds of vegetable crops, pay attention to their color, shape, size. Enter this data in the table.

	The name of the vegetable crop	Seed features
Color
The form
Size

Output.

Lab #6

Topic: Study of the external structure of roots in seedlings (peas, pumpkins, beans and wheat.)

Target: To study the structure of the roots of beans and wheat.

Equipment: wheat and bean seedlings, Petri dishes.

Tasks:

Consider the root systems of the proposed plants. How do they differ?

According to the structure of the root system, determine which plant belongs to monocots, which to dicots.

Complete the table and draw a conclusion.

plant name	Root type	Features of the structure of the root system

Lab #7

Topic: Determination of the growth zone (stretch) at the root.

Target: Determine the growth zone at the roots of plants.

Equipment: microscope, micropreparation "root cap and growth zone".

Tasks:

Examine the preparation under a microscope, find the root cap at the end of the root.

Pay attention to the part of the root above the root cap and division zone. What is the name of this part of the root?

Draw what you see under the microscope and write.

What is the significance of this zone?

Output:

Lab #8

Subject: Modification of roots.

Target: To get acquainted with the modifications of the roots of different plants.

Equipment: carrot or beet root, dahlia root tubers, monstera drawings, banyan tree, orchids.

Tasks:

Consider root crops, how they were formed.

How did dahlia root tubers form?

Draw a root crop of carrots or beets and make inscriptions.

What is the meaning of modified roots?

Make a conclusion.

Lab #9

Topic: The structure of vegetative and flower (generative) buds.

Target: To study the structure of the kidneys of different plants.

Equipment: branches of lilac and poplar with swollen buds, a magnifying glass, a dissecting knife.

Tasks:

Consider the shoots of different plants.

Cut the kidneys and examine under a magnifying glass. Using the drawing, find scales, rudimentary leaves and flowers, rudimentary stem, growth cone.

Draw the kidneys in section and label the names of its parts.

What do vegetative and generative buds have in common and how do they differ?

Make a conclusion about the similarities and differences in the structure of the vegetative and generative buds. Make a diagram.

Lab #10

Topic: The external structure of the leaf. Finding stomata on a leaf.

Objective : study the external structure of simple and complex leaves

materials : herbarium specimens of plant leaves, drawings.

Working process:

1. Consider plants. Find the parts of the leaf.

2. Examine the veins on the leaf blade. Compare them and note the differences

3. Find among them simple and complex leaves.

4. Fill in the table.

5. Make a conclusion about the similarities and differences in the structure of simple and complex leaves.

Plants with simple leaves	Plants with compound leaves	Similarities in leaf structure	Differences in leaf structure

Lab #11

Topic: The internal structure of the leaf. Leaf modifications.

Objective : study the internal structure of the leaves, consider the modifications of the leaves.

Materials: herbarium specimens of modified plant leaves.

Working process :

1. Consider the internal structure of the sheet according to the drawing. Recall the structure and meaning of leaf cells.

2. Consider cactus and barberry spines, pea tendrils, aloe and sundew leaves. What is their significance to the plant?

A very interesting sundew plant.

The leaves of insectivorous plants living on soils are interesting. A small sundew plant grows in peat bogs. Its leaf blades are covered with hairs that secrete a sticky liquid. Brilliant as dew sticky droplets attract insects. Insects that have sat down on a leaf are tied up in a sticky liquid. First, the hairs, and then the leaf blade, are bent and cover the victim. When the plate and leaf hairs unfold again, only its integuments remain from the insect. All living tissues of the insect will be "digested" by the leaf of the plant and sucked in.

Draw a general conclusion.

Lab #12

TOPIC: Consideration of growth rings on a cross section (saw cut) of a tree.

Goals. 1. Study the structure of a tree trunk on a cross cut.

2. Find out how growth rings are formed.

Equipment: cross cut of a tree, drawings.

Working process.

Consider sawing a woody stem. Find the growth rings, count them and determine the age of this stem.

Are annual rings the same thickness? If not, how can you explain it?

Which growth rings are older: those that are closer to the bark, or those that are closer to the core? Why?

Can you determine under what conditions the tree grew?

Draw a saw cut. Indicate the side that the tree was facing north and the side that the tree was facing south.

Output:

Lab #13

Topic:« Consideration of the structure of the rhizome, tuber and bulb »

Target: get acquainted with the modified underground shoots.

Equipment: potato tuber; bulb.

instruction card.

Examine the base and top of a potato tuber. Find which part has more eyes.

Examine the bulb, find the leaves, buds, bottom.

Sketch them. Sign the drawing.

Make a general conclusion on the work:

What is the difference between underground shoots and roots?

What are the functions of underground shoots?

bulb of onion

potato tuber

Lab #14

Topic:« Consideration of the structure of a flower »

Target: study the structure of a flower.

Equipment: cherry blossom model, pictures of flowering plants.

instruction card.

Examine the flower, find the pedicel, receptacle, perianth, stamens and pistil.

Determine which perianth is single or double.

Consider the structure of the pistil, find its parts.

Consider the structure of the stamen, find the anther and filament.

Sketch the parts of a flower and label their names and draw a conclusion.

Lab #15

Topic: Comparison of flowers of insect-pollinated and wind-pollinated plants .

Target: compare the characteristics of the flowers of these plants.

Equipment: herbaria, drawings of flowering plants.

Tasks:

Fill the table:

Signs of wind-pollinated and insect-pollinated plants.

signs	insect pollinated plants	wind-blown
1. Large bright flowers
2. Small bright flowers collected in inflorescences
3. Presence of nectar
4. Small nondescript flowers, often collected in inflorescences
5. The presence of aroma
6. Pollen is small, light, dry, large amount
7. Large sticky rough pollen
8. Grow in large clusters, forming thickets
9. Plants bloom in spring before the leaves open.

If the named feature is characteristic for this group of plants, a “+” sign is put, if not, then “-”

Lab #16

Topic: Cuttings of houseplants.

Target: to master the methods of action when propagating indoor plants by cuttings.

Equipment: a glass of water, scissors, a pot of earth.

Working process:

Carefully cut a 3-4 leaf stem from the coleus plant.

Remove the bottom two leaves, make a hole in the soil, and place the cutting in the soil so that the bottom node is hidden by the soil.

Sprinkle the stalk with earth, carefully water.

Complete the test protocol draw a conclusion.

Lab #17

Topic: Microscopic and external structure of unicellular and multicellular algae.

Target: study unicellular algae and thallus of filamentous algae.

Equipment: microscope, micropreparations of volvox and spirogyra.

Working process:

Examine the Volvox preparation under a microscope, find two flagella, a shell, a chromatophore, a nucleus.

Draw a cage, sign the names of the parts.

Consider spirogyra, a filamentous algae. Find the cells located one after another in one row. Cells are rectangular in shape, with a clearly defined shell, nucleus, chromatophore in the form of a spiral.

Draw a part of the spirogyra thread, label the names of the cell parts.

1. spirogyra

2. volvox cage

Output:

Lab #18

Topic: The external structure of mosses.

Target: study the structure of moss.

Equipment: herbariums of sphagnum, cuckoo flax.

Working process:

1. Consider the external structure of the moss, find the stem, leaves.

Specify the shape, location, size and color of the leaves.

Locate the spore box at the top of the stem. What is the meaning of dispute?

Compare the structure of moss and algae, what are the similarities and differences.

What is indicated under No. 1,2,3,4.

Conclude:

Lab #19

Topic: The study of the external structure of the fern.

Target: familiarity with the structure of the fern, learn to identify their features

Equipment: fern herbarium with sporangia, fern herbarium with rhizomes and adventitious roots; fern leaf (growing in the biology room); magnifier and microscope; micropreparation "Sorus of the fern".

Working process.

1. Consider a fern on a herbarium sheet and note the features of its leaves, stem, rhizome and roots.

2. On the lower surface of the fern leaf, find brown tubercles, they contain sporangia with spores.

3. Examine under the microscope "Fern Sorus"

4.Answer the questions:

What is the root system of a fern?

How do leaves grow?

Justify the belonging of ferns to higher spore plants.

OUTPUT:

Lab #20

Target: the study of the appearance of shoots, cones and seeds of conifers.

Equipment: pine shoots, spruce shoots, pine cones, spruce cones.

Working process

1. Consider the appearance of small branches (shoots) of pine and spruce. State their main differences.

2. Study how the needles of these plants are located. Find shortened side shoots of a pine tree that have needles on them. How many of them are on these shoots?

3. Compare the needles of pine and spruce, their shape, color, size. Studying the structure of cones and seeds

4. Consider the cones of pine, spruce. Point out their differences.

5. Find traces left from the seeds on the scales of the cone.

6.Conclusion: Complete the table.

	signs				Location on the stem

Lab #21

Topic: The study of the structure of cones and seeds of coniferous plants.

Target: study of the structure of cones and seeds of coniferous plants. Equipment: textbook, table "Signs of coniferous trees".

Working process

1. Consider the shape of the needles, its location on the stem. Measure the length and pay attention to the coloring.

2. Using the table “Signs of coniferous trees”, determine to which tree the branch you are considering belongs.

Signs of coniferous trees:

The needles are long (up to 5-7 cm), sharp, convex on one side and rounded on the other, sitting 2 together ... Scotch pine.

The needles are short, hard, sharp, tetrahedral, sit alone, cover the entire branch ... Spruce

The needles are light green, soft, sit in bunches, like tassels, fall out in the winter ... Larch

Consider the shape, size, color of the cones. Fill the table.

Needles		Cone
	location on a branch		Scale shape	density

Make a conclusion.

Lab #22

Topic: The structure of the flower and fruit of cruciferous plants.

Target: study of the structure of the flower and fruit of cabbage plants.

Working process

1. Consider the structure of the plant given to you.

What type is its root system?

What is the stem of the plant?

What kind of leaves does it have?

How are the leaves arranged on the stem?

What is the venation of the leaves?

2. Consider a flower.

Which perianth: simple or double?

Count the number of sepals.

Consider the sepals, are they fused together?

What is the name of the calyx of this flower?

Count the number of petals. Consider a whisk. Do the petals grow together? What is the name of the corolla of such a flower?

Count the number of stamens. Are all stamens the same size?

Write down what numbers indicate the sepals, petals, stamens, pistil in the figure.

3. Consider the structure of the fetus.

Measure the width and length of the fruit. If the length of the fruit exceeds its width by 3 or more times, then this is a fruit - a pod, if the width and length are approximately equal, this is a fruit - a pod.

Give the name of the fruit of this plant.

Write down what numbers indicate in the figure the cusps of the fetus, septum, seed.

Picture

1. Write down the numbers of signs that representatives of the Cruciferous Family have.

1. The fruit is a berry.

2. Inflorescence - brush.

4. The corolla of the flower consists of 5 free petals.

5. The fruit is a bean.

6. The corolla of the flower consists of 4 free petals.

7. Inflorescence - head.

8. The flower has 1 pistil and 6 stamens, of which 2 are short and 4 are long.

9. The fruit is a pod or pod.

10. A flower has 1 pistil and 10 stamens.

_____________________________________________

2. Write down the numbers of plants belonging to the cruciferous family.

1. Medicinal walker	6. White mustard
2. Wild strawberry	7. White clover
3. Village horseradish	8. Common cherry
4. Peas	9. Yarutka field
5. Chamomile	10. Common colza

__________________________________________________

3. Make a table “Plants of the cruciferous family”

Medicinal walker

Jaundice levkoy

Common colza

field mustard

Mustard white

WalkerLezel

Hiccup gray

Shepherd's purse

Yarutka field

wild radish

In plants of the cruciferous family, the flower has ................................ perianth, the calyx consists of....... ... free sepals, corolla consists of ............. petals, stamens .........., pistil ............... .... Fruit ………………… or ……………...........

5. Make a table by writing down the cruciferous plants you know:

Vegetable	oilseeds	Decorative	weeds

Output:

Lab #23

Topic: The structure of the flower and fruit of Rosaceae plants.

Target: study of the structure of the flower and fruit of Rosaceae plants.

Working process

1. Write down the numbers of signs of rosaceous plants.

1. A flower has one pistil and six stamens.

2. The corolla of the flower is joint-petal, consists of 5 stamens.

3. There are many or one pistils in a flower.

4. The corolla of the flower consists of four free petals.

5. There are many stamens in the flower.

6. The corolla of the flower is separate-petal, consists of 5 petals of the same shape.

7. The calyx consists of 4 free sepals.

8. The calyx consists of 5 free sepals.

2. Write down the numbers of plants of the Rosaceae family.

1. Potentilla goose	6. Common cherry
2. Chamomile	7. Black nightshade
3. Yarutka field	8. Blood red hawthorn
4. Peas	9. Rowan ordinary
5. Common raspberry	10. Mother and stepmother

3. Make a table “Plants of the Rosaceae family”

Wild strawberry

Potentilla erectus

Common cuff

Raspberry ordinary

Rosehip cinnamon

forest apple tree

Manchurian apple tree

Rosehip Kokand

4. Rewrite the sentences by inserting the missing words.

In plants of the Rosaceae family, the flower has ....... perianth, the calyx consists of .......... free sepals, the corolla consists of ........ .... free petals, stamens.........., pistils........... or...........

5. Distribute the names of plants of the Rosaceae family into groups: a) food, b) decorative, c) medicinal.

Output:

Lab #24

Topic: The structure of the flower and fruit of Solanaceae plants.

Target: study of the structure of the flower and fruit of Solanaceae plants.

Working process

1. Write down the numbers of signs that representatives of the Solanaceae family have.

2. The corolla of the flower is joint-petal, consists of 5 petals.

3. The calyx consists of 4 free sepals.

6. The fruit is an achene.

7. The calyx is separate-petal, consists of 5 sepals.

2. Write down the numbers of plants belonging to the nightshade family.

1. Datura ordinary	9. Couch grass
2. Dandelion officinalis	10 Belladonna Belladonna
3. Black henbane	11. Physalis vulgaris
4. China meadow	12. White clover
5. Food lentils 6. Potato 7. Annual sunflower 8. Lupine yellow	13. Yarutka field 14. Common tomato 15. Cuff ordinary 16. Annual pepper

In plants of the Solanaceae family, the flower has ....... perianth, the calyx consists of .......... fused sepals, the corolla consists of ........ .... fused petals, stamens.........., pistil........... Fruit ………… or............

^ 4. Distribute the names of plants of the nightshade family into groups: a) food, b) decorative, c) medicinal.

Output:

Lab #25

Topic: The structure of the flower and fruit of leguminous plants.

Target: study of the structure of the flower and fruit of leguminous plants.

Working process

1. Write down the numbers of traits that representatives of the Legume Family have.

1. The corolla of the flower is separate-petal, consists of 5 petals.

2. The corolla of the flower consists of 5 petals, two of which are fused.

3. The calyx consists of 4 free sepals.

4. The flower has 1 pistil and 5 stamens.

5. A flower has 1 pistil and 10 stamens.

7. The calyx consists of 5 fused sepals.

8. The fruit is a berry or a box.

9. The fruit is a bean.

10. There are nodules on the roots, to which nitrogen is stored.

2. Write down the numbers of plants belonging to the legume family.

1. Datura ordinary	9. Couch grass
2. Dandelion officinalis	10 Belladonna Belladonna
3. Black henbane	11. Physalis vulgaris
4. Sweet clover	12. White clover
5. Food lentils 6. Acacia yellow 7. Annual sunflower 8. Lupine yellow	13. Yarutka field 14. Peas 15. Red clover 16. Annual pepper

3. Rewrite the sentences by inserting the missing words.

In plants of the legume family, the flower has ....... perianth, the calyx consists of .......... fused sepals, the corolla consists of ........ .... petals, …….. of which are fused, stamens.......... , ……… of which are fused, pistil...........Fruit ………

4. Distribute the names of plants of the legume family into groups: a) food, b) decorative, c) medicinal, d) fodder.

Output:

Lab #26

Topic: The structure of the flower and fruit of Compositae plants.

Target: to determine the structural features of flowers and fruits of plants of the Compositae family.

Applicable training equipment and materials: a collection of dried baskets of sunflower, asters, a collection of seeds of string, dandelion, sunflower.

Tasks to complete

1. Consider the proposed materials, describe the structural features of the representatives of the Compositae family according to the following plan:

plant names

Types of leaves, their venation and leaf arrangement,

Inflorescence types

Sizes of plants, their flowers and seeds

2. Draw different types of Compositae flowers, indicate the features of their structure.

3. Describe the structure of flowers, indicating their formulas

4. Determine the type of fruit and make a drawing.

5. Output.

Lab #27

Topic: "The structure of the flower and fruit of plants of the Liliaceae family"

1. Write down the numbers of signs that representatives of the Lily family have.

1. The corolla of the flower is separate-petal, consists of 5 petals.

2. Perianth consists of 6 leaves.

3. The calyx consists of 4 free sepals.

4. The flower has 1 pistil and 5 stamens.

5. The flower has 1 pistil and 6 stamens.

6. Stamens 10, of which 9 fused.

7. Perianth simple, sympetalous or separate-petal.

8. The fruit is a berry or a box.

9. The fruit is a bean.

10. Intercalary stem growth is characteristic.

2. Write down the numbers of plants belonging to the lily family.

1. Datura ordinary	9. May lily of the valley
2. Dandelion officinalis	10 Belladonna Belladonna
3. Onion	11. Crow's eye
4. Sweet clover	12. White clover
5. Food lentils 6. Tulip 8. Lupine yellow	13. Yarutka field 14. Lily curly 15. Red clover 16. Wheat

3. Rewrite the sentences by inserting the missing words.

In plants of the lily family, flowers have ……………… or ………..… perianth, consisting of ….… leaflets. In a flower ...... stamens and ...... pistil. Fruit ……… or ……..

4. Distribute the names of plants of the legume family into groups: a) food, b) ornamental, c) medicinal.

Output.

Lab #28

Topic: "The structure of the flower and fruit of plants of the Onion family"

Target: study of the structure of the flower and fruit of plants of the Onion family .

Working process:

1. Consider a flower of the Onion family. Answer the questions?

2. Sketch it and label all parts of the flower. Write down the formula of the Onion flower.____________________________________________________________

3. Name the type of fruit of the onion family.

_______________________________________________________________________

Draw a picture of a fruit of the onion family. Sign all parts.

5.Make a conclusion. What is the importance of plants of the onion family.

Lab #29

Topic: "The structure of the flower and fruit of plants of the Cereal family"

Target: studying the structure of the flower and fruit of plants of the Cereal family .

Working process:

1. Consider a flower of the Cereal family. Answer the questions?

A) Which perianth: simple or double?

B) Count the number of sepals.______________________________________________

C) Consider the sepals, are they fused together? ________________________

D) Count the number of petals. Consider a whisk. Do the petals grow together? What is the name of the corolla of such a flower?

Count the number of stamens. Are all stamens the same size?

2. Sketch it and label all parts of the flower. Write down the formula of the flower Cereals.____________________________________________________________

3. Name the types of fruits of the cereal family.

4 .Fill the table:

Technical		construction	Weedy and used in everyday life

5. Make a conclusion. What is the importance of plants of the Cereal family.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Lab #30

Topic: Consideration of the appearance of a hay stick.

Working process:

Prepare a micropreparation of hay bacillus and examine it under a microscope. Describe the internal structure of the hay stick.

Draw the cells you see. Sign all parts.

From the film covering kefir or pickled cucumber, take a sample with the tip of a dissecting needle, place it in a drop of water with a dye on a glass slide. Mix. Cover with a cover slip and examine under a microscope. Make sure the bacteria have a variety of shapes. Draw the bacteria seen under the microscope.

Make a conclusion about the variety of types and forms of prokaryotic cells. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Prove that the cells you see are prokaryotic. Compare a cell of a bacterium and a blue-green algae. What do they have in common and how are they different?

Lab #31

Topic: Consideration of nodules on the roots of leguminous plants.

Working process:

Dig up some well-developed leguminous plant (peas, beans, vetch, clover, etc.) from the ground, carefully wash its roots from the soil, and you will see nodules on the roots.

Draw a picture of nodules on the roots.

Prepare a micropreparation of nitrogen-fixing bacteria from nodules of leguminous plants. Examine them under a microscope. Describe their internal structure, shape, size_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Draw a picture of nitrogen-fixing bacteria

Make a conclusion about the benefits and harms of bacteria.

Lab #32

Topic: The structure of the fruiting bodies of lamellar and tubular cap mushrooms

Working process:

Consider the fruiting body of a tubular fungus. Separate the stump from the hat. Cut the stump lengthwise with a dissecting knife and use a magnifying glass to examine the internal structure. sketch the drawing

Let's examine the bottom surface of the fungus cap with a magnifying glass. Tube holes are visible. In the tubules of the cap, special cells are formed - spores. Draw a drawing.

Examine the underside of the agaric cap with a magnifying glass. The hat on the underside has plates with spores.

Draw a picture of a hat mushroom

Conclude ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Lab #33

Topic: Examining the appearance and microscopic fungus mucor

Working process:

Examine a mold on bread with the naked eye. Describe its appearance: note the color of the mold, the smell. Use a dissecting needle to move part of the mold to the side. Note the condition of the food below it. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

We are preparing a micropreparation of the mycelium of the fungus mucor. Examine the fungal hyphae, fruiting body, and spores under a microscope at 60x magnification. Note the coloration of the hyphae and spores. Draw a drawing.

We prepare a dry (without water) micropreparation of the mucor fungus. Place a drop of water under one edge of the coverslip before viewing. Watch how the heads burst from the water and the spores of the fungus scatter. Draw a drawing.

Make a conclusion about the structure of the mucor fungus.

Lab #34

Topic: The study of the appearance of the fruiting body of the tinder fungus.

Working process:

1. Examine with the naked eye and with a magnifying glass the appearance of the fruiting body of the fungus.

2. Examine, draw and label the parts of the mushroom. Pay attention to the type of spore-bearing layer (tubular or lamellar).

3. Considering that a new layer grows on the fruiting body of the tinder fungus every year, determine its age.

Describe the structure of the fruiting body of the tinder fungus ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Draw a conclusion about the benefits and harms of the fungus - tinder fungus

__________________________________________________________________

Lab #35

"The structure of the thallus of two or three representatives of lichens."

Target: make sure that lichens are symbiotic organisms based on the study of their structure.

Equipment: magnifying glass, microscope, coverslips and glass slides, collected lichens of several species.

Working process:

Try to classify lichens into groups based on their appearance.

Explain why you did this?

How do they differ from each other?

Using the textbook, look into which groups the authors of the textbook divided lichens

Prepare a micropreparation from any lichen. Examine through a microscope. Compare what you see with the picture in the textbook.

Sketch the external internal structure of lichens.

At the end of the work, fill in the table:

Lichen groups	Scale	leafy	bushy
Appearance
settlement sites

INSTRUCTION No. 2 on labor protection during laboratory work in biology

Student activities before starting work

Before starting work, the student must: familiarize himself with the procedure for conducting the experiment and safety measures at work; check the availability and reliability of instruments, utensils, tools, preparations necessary for performing laboratory work.

Safety measures when performing work

When using glass laboratory equipment (test tubes, chemical beakers, slides and coverslips), strong pressure on the fragile walls of the dishes is not allowed. Slides should be handled lightly by the edges to avoid injuring fingers. Using wet preparations, collections, herbariums, models, stuffed animals, skeletons, as well as various devices (dynamometers, ergometers, spirometers, microscopes, magnifiers, and others), handle them carefully and use them only for their intended purpose.

Powdered chemicals used in the experiment must not be taken by hand, it is necessary to use special non-metal spoons for this.

When preparing preparations for viewing them under a microscope, care must be taken when using piercing and cutting instruments. It is allowed to take tools only by the handles, you can not direct their pointed ends at yourself and your neighbors.

2.4 Liquids remaining after experiments with chemicals should be poured into glass cups or flasks specially prepared for this purpose.

Student actions at the end of work

Upon completion of work, the student must:

hand over to the teacher or laboratory assistant the instruments and preparations used in laboratory work;

wash your hands thoroughly with soap.

Laboratory work in biology

Lab #1

The study of the microscopic structure of cells and tissues.

Target: familiarity with the structural features, properties and functions of tissues.

Equipment: microscope, prepared micropreparations of epithelial, connective, muscle and nervous tissues.

Working process.

Examine the structure of an animal cell under a microscope.

Consider prepared micropreparations of tissues.

Formulation of results:

sketch the examined tissue preparations;

Fill the table

Fabric group	Types of fabrics	Fabric structure	Location

do output about the structure of tissues.

Laboratory work № 2

Self-observation of the blinking reflex

and the conditions for its manifestation and inhibition.

Target: acquaintance with the structure of the reflex arc of the blinking reflex.

Working process.

Touch gently to the inner corner of the eye several times. Determine after how many touches the blinking reflex will slow down.

Analyze these phenomena and indicate their possible causes. Find out what processes could take place in the synapses of the reflex arc in the first and second cases.

Check the ability to slow down the blinking reflex with the help of an effort of will. Explain why it worked.

Remember how the blink reflex manifests itself when a mote enters the eye. Analyze your behavior in terms of the doctrine of feed-back and feedback.

Formulation of results:

using Figure 17, draw the reflex arc of the blinking reflex and indicate its parts.

Do output on the significance of the blinking reflex.

Laboratory work№ 3

Microscopic structure of the bone.

Purpose: To study the microscopic structure of the bone.

Equipment : microscope, permanent preparation "Bone tissue".

Working process.

Examine the bone tissue at low magnification of the microscope. With the help of Figure 19, A and B, determine: are you considering a transverse or longitudinal section?

Locate the tubules through which the vessels and nerves passed. On a transverse section, they look like a transparent circle or oval.

Find the bone cells that are between the rings and look like black spiders. They secrete plates of bone substance, which are then impregnated with mineral salts.

Think about why a compact substance consists of numerous tubes with strong walls. How does this contribute to bone strength with the least material and bone mass consumption? Why is the body of an aircraft made of durable duralumin tubular structures, and not of sheet metal?

Formulation of results:

draw a longitudinal and transverse section of the microscopic structure of the bone.

Do output

Laboratory work№ 4

Muscles of the human body.

Purpose: familiarity with the structure of the muscles of the human body.

Equipment: tables, drawings, textbook.

Working process.

Using the drawings and anatomical description, locate the muscle groups and the movements they perform.

I. Muscles of the head(according to figure 35).

Mimic muscles are attached to bones, skin, or just to skin, chewable- to the bones of the fixed part of the skull and to the lower jaw.

Exercise 1. Determine the function of the temporal muscles. Place your hands on your temples and make chewing movements. The muscle tenses as it lifts the lower jaw up. Find the chewing muscle. It is located near the jaw joints, about 1 cm in front of them. Determine: temporal and masticatory muscles - synergists or antagonists?

Task 2. Get to know the function of mimic muscles. Take a mirror and wrinkle your forehead, which we do when we are dissatisfied or when we are thoughtful. shrinking supracranial muscle. Find it in the picture. Observe Function circular muscle of the eye And circular muscle of the mouth. The first closes the eye, the second closes the mouth.

II. Sternocleidomastoid muscle on the front surface of the neck (according to Figure 35).

Task 3. Turn your head to the right and feel the left sternocleidomastoid muscle. Turn your head to the left and find the right one. These muscles turn the head left, right, acting as antagonists, but when contracted together, they become synergistic and lower the head down.

III. muscles torso in front (according to figure 36).

Task 4. Find large chest muscle. This paired muscle tenses if you bend your arms at the elbow and fold them with effort on your chest.

Task 5. Consider in the figure the abdominal muscles that form abdominal Press. They are involved in breathing, tilting the torso to the sides and forward, in transferring the torso from a lying to a sitting position with fixed legs.

Task 6. Find intercostal muscles: the outer ones inhale, the inner ones exhale.

IV. muscles torso from behind (according to figure 36).

Task 7. Find in the picture trapezius muscle. If you bring your shoulder blades together and tilt your head back, it will be tense.

Task 8. Find latissimus dorsi muscle. She lowers her shoulders and puts her hands behind her back.

Task 9. Along the spine are deep back muscles. They unbend the body, tilting the body back. Determine their position.

The task10. Find gluteal muscles. They abduct the hips with us. The deep muscles of the back and the gluteal muscles in humans are most strongly developed due to upright posture. They resist gravity.

V muscles hands (according to figures 28, 34 and 36).

The task 11. Find in the picture deltoid muscle. It is located above the shoulder joint and takes the arm to the side to a horizontal position.

The task 12. Find two-headed And three-headed shoulder muscles. Are they antagonists or synergists?

The task13. Muscles of the forearm. To understand their function, place your hand palm side down on a table. Press it against the table, then clench the brush into a fist and unclench it. You will feel the muscles in your forearm contract. This is because muscles are located on the side of the palm on the forearm, bending the hand and fingers, but extensor them are located on the back of the forearm.

Task 14. Feel near the wrist joint from the side of the palmar surface of the tendon that goes to the muscles of the fingers. Think about why these muscles are on the forearm and not on the hand.

VI. Muscles of the leg (according to Figure 36).

Task 15. On the front of the thigh is a very powerful quadriceps femoris. Find it in the picture. It flexes the leg at the hip joint and extends it at the knee. To imagine its function, one must imagine a football player hitting the ball. Its antagonist is the gluteal muscles. They take their feet back. Acting as synergists, both of these muscles keep the body upright, fixing the hip joints.

There are three muscles on the back of the thigh that flex the leg at the knee.

Task 16. Pull up on your toes, you feel like you're tensed up calf muscles. They are located on the back of the leg. These muscles are well developed, because they support the body in an upright position, are involved in walking, running, jumping.

Formulation of results:

label the muscles in the picture.

Make a conclusion.

Laboratory work№ 5

Fatigue during static and dynamic work.

Purpose: observation and identification of signs of fatigue during static work.

Equipment : stopwatch, load 4-5 kg (if a briefcase with books is taken, then its mass must first be determined).

Working process.

The subject stands facing the class, extends his arm to the side strictly horizontally. Chalk on the board marks the level at which the hand is located. After preparations, the stopwatch starts on command, and the subject begins to hold the load at the level of the mark. The start time is indicated in the first line of the table. Then the phases of fatigue are determined and their time is also affixed. It turns out how long it takes to get exhausted. This score is recorded.

Find out how long it takes to get exhausted.

Formulation of results:

Record the results in a table

Static work	signs of fatigue
No fatigue	The hand with the load is motionless
First phase of exhaustion	The arm drops, then jerks back up to its original position.
Second phase of exhaustion	Hand trembling, loss of coordination, staggering of the body, flushing of the face, sweating
Ultimate fatigue	The arm with the load is lowered; experience stops

Conclude:

explain the difference between dynamic and static work.

Laboratory work№ 6

Identification of posture disorders.

Purpose: to identify violations of posture.

Equipment : tape measure.

Working process.

To detect stoop (round back) with a centimeter tape, measure the distance between the most distant points of the left and right shoulder, retreating 3-5 cm down from the shoulder joint, from the side of the chest And from the back. Divide the first result by the second. If the result is a number close to one or more than it, then there are no violations. Getting a number less than one indicates a violation of posture.

Stand with your back to the wall so that your heels, shins, pelvis and shoulder blades touch the wall. Try to stick your fist between the wall and the lower back. If it passes, there is a violation of posture. If only the palm passes, the posture is normal.

Make a conclusion.

L laboratory work № 7

Identification of flat feet

(work done at home).

Target: identify flatness.

Equipment: a basin of water, a sheet of paper, a felt-tip pen or a simple

pencil.

movework.

With a wet foot, stand on a piece of paper. Circle the contours of the trace with a felt-tip pen or a simple pencil.

Find the center of the heel and the center of the third toe. Connect the two found points with a straight line. If in the narrow part the trace does not go beyond the line, there is no flatfoot (Fig. 39).

Laboratory work№ 8

Examination of human and frog blood under a microscope.

Purpose: acquaintance with the structural features of the blood of a frog and a person.

Equipment: a ready-made micropreparation of "Frog's blood", a temporary micropreparation of human blood, a microscope.

Working process.

Consider the micropreparation "Frog Blood".

Find red blood cells, pay attention to their size and shape.

Consider a micropreparation of human blood.

Find red blood cells, pay attention to their color, shape.

Formulation of results:

Compare frog and human erythrocytes, put the results in the table.

Erythrocyte	Cell diameter, µm	cell shape	Presence of a core	Cytoplasm staining
Human

Conclude: Why does human blood carry more oxygen per unit time than frog blood?

Laboratory work№ 9

The position of the venous valves in the lowered and raised arm. Change in tissues with constrictions that impede blood circulation.

Purpose: familiarization with the position of the venous valves in the lowered and raised arm, with a change in the tissues with constrictions that impede blood circulation.

Equipment: pharmacy rubber ring or thread.

Working process.

I. Function of venous valves.

Preliminary explanations. If the arm is lowered, the venous valves prevent blood from flowing down. The valves open only after enough blood has accumulated in the underlying segments to open the venous valve and allow blood to pass up to the next segment. Therefore, the veins through which blood moves against gravity are always swollen.

Raise one hand up, and lower the other down. After a minute, place both hands on the table.

Why did the raised hand turn pale, and the lowered hand turned red? Were the valves of the veins closed in the raised or lowered arm?

II. Changes in tissues with constrictions that impede blood circulation (according to Figure 52).
Preliminary explanations.Limb constriction makes it difficult
outflow of blood through the veins and lymph through the lymphatic vessels. Expansion of blood capillaries and veins leads to redness,
in then and to the blue part of the organ, isolated by constriction.
In the future, this part of the organ becomes white due to the release
blood plasma into the intercellular spaces, since the pressure
blood increases (since there is no outflow of blood), and the outflow of lymph along
the lymphatic vessels are also blocked. tissue fluid
accumulates, squeezing the cells. The organ becomes dense
touch. Beginning oxygen starvation of tissues is subjectively felt as "crawling", tingling. The work of receptors is disrupted.

Screw a rubber ring around your finger or drag your finger with a thread. Note the change in color of the finger. Why is it first red, then purple, then white? Why are signs of oxygen deficiency felt? How do they appear? Touch an object with your outstretched finger. The finger seems to be somehow wadded. Why is sensitivity impaired? Why are the tissues of the finger compacted? Remove the constriction and massage your finger towards the heart. What is achieved by this approach?

Make a conclusion by answering the question:

Why is it harmful to tighten the belt tightly, wear tight shoes?

Lab #10

Determination of blood flow velocity in the vessels of the nail bed.

Purpose: to learn to determine the speed of blood flow in the vessels of the nail bed.

Equipment: stopwatch, centimeter ruler.

Preliminary explanations. The vessels of the nail bed include not only capillaries, but also the smallest arteries called arterioles. To determine the speed of blood flow in these vessels, you need to know the length of the path - S, which blood will pass from the root of the nail to its top, and time - t, which she needs to do so. Then according to the formula V =S

we can find out the average velocity of blood flow in the vessels of the nail bed.

Working process.

Let's measure the length of the nail from the base to the top, excluding the transparent part of the nail, which is usually cut off: there are no vessels under it.

Let us determine the time it takes for blood to cover the total distance. To do this, with the index finger, press the plate of the thumb nail so that it turns white. In this case, the blood will be forced out of the vessels of the nail bed. Now let's release the compressed nail and measure the time it takes for it to turn red. This moment will tell us the time during which the blood has made its way.

Formulation of results:

Calculate the velocity of blood flow using the formula.

Make a conclusion:

compare the obtained data with the blood flow velocity in the aorta. Explain the difference.

Evaluation of results

Most people get about 1-0.5 cm / s. This is 50-100 times less than in the aorta, and 25-50 times less than in the vena cava. The slow flow of blood in the capillaries allows the tissues to receive nutrients and oxygen from the blood and give it carbon dioxide and decay products.

Laboratory work№ 11

Functional test: the reaction of the cardiovascular system to a dosed load.

Purpose: to determine the dependence of the pulse on physical activity.

Preliminary explanations. To do this, measure the heart rate (HR) at rest and after a dosed load. On a large statistical material, it was found that in healthy adolescents (after 20 squats), the heart rate increases by "/ 3 compared to the state of rest and normalizes 2-3 minutes after the end of work. Knowing these data, you can check the state of your cardiovascular system.

Working process.

Measure your resting heart rate. To do this, take 3-4 measurements for

10 s and multiply the average value by 6. Fix the result.

Do 20 squats at a fast pace, sit down and immediately measure your heart rate 10 seconds after the load. Then after 30 s, 60 s, 90, 120. 150, 180 s. Record all results in a table.

Pulse immediately after work	Pulse at intervals, s

Based on the data obtained, build a graph; set the time on the abscissa, and the heart rate on the y-axis.

Evaluation of results. The results are good if the heart rate after squats increased by 1 / 3 or less from the results of rest; if half - the results are average, and if more than half - the results are unsatisfactory.

Lab #12

Measurement of the circumference of the chest in the state of inhalation and exhalation.

Purpose: to measure the girth of the chest.

Equipment: measuring tape.

Working process.

The subject is offered to raise his arms and apply a measuring tape so that on the back it touches the corners of the shoulder blades, and on the chest it passes along the lower edge of the nipple circles in men and over the mammary glands in women. During the measurement, the arms should be lowered.

Inspiratory measurement. Take a deep breath. Muscles can not be strained, shoulders should not be raised.

Exhalation measurement. Take a deep breath. Don't drop your shoulders, don't slouch.

Formulation of results:

Record the data obtained in the table.

Calculate the difference in chest girth.

Inspiratory measurement.	Exhalation measurement.

Normally, the difference between the girth of the chest in the state of deep inspiration and in the state of deep exhalation in adults is 6-9 cm.

Lab #13

The action of salivary enzymes on starch.

Target: show the ability of saliva to digest carbohydrates.

Equipment: starched bandage, cut into pieces 10 cm long, cotton wool, matches, saucer, pharmaceutical iodine (5%), water.

Preliminary explanations. The purpose of this experiment is to show that salivary enzymes are capable of breaking down starch. It is known that starch with iodine gives an intense blue coloration, by which it is easy to find out where it has been preserved. When starch is treated with saliva enzymes, it is destroyed if the enzymes are active. There is no starch left in these places, so they do not stain with iodine and remain light.

Working process.

Prepare a reagent for starch - iodine water. To this end, pour water into a saucer and add a few drops of iodine (pharmacy 5% alcohol solution) until a liquid is obtained the color of strong brewed tea.

Wrap cotton wool around a match, moisten it with saliva, and then write a letter on a starched bandage with this cotton wool and saliva.

Hold the straightened bandage in your hands and hold it for a while to warm it up (1-2 minutes).

Dip the bandage in iodine water, carefully straightening it. The areas where starch remains will turn blue, and the areas treated with saliva will remain white, since the starch in them has decomposed to glucose, which, under the action of iodine, does not give a blue color.

If the experiment was successful, a white letter will appear on a blue background.

Conclude by answering the following questions:

What was the substrate and what was the enzyme when you wrote the letters on the bandage?

Could you get a blue letter on a white background during this experiment?

Will saliva break down starch if boiled?

Lab No.14

Establishment of the relationship between the load and the level of energy metabolism based on the results of a functional test with breath holding before and after the load.

Target: establish the relationship between the load and the level of energy metabolism.

Equipment:

Preliminary remarks. It is known that the intensity of respiration is affected by decay products, in particular carbon dioxide, which is formed as a result of biological oxidation. It has a humoral effect on the respiratory center. When holding the breath, the metabolism in the tissues does not stop, and carbon dioxide continues to be released. When its concentration in the blood reaches a certain critical level, involuntary respiration occurs. If you hold your breath after work, for example, after 20 squats, then it will recover sooner, because during squats, biological oxidation occurs more intensively, and more carbon dioxide accumulates by the beginning of the second breath holding.

However, for trained people, the difference between these results will be smaller than for untrained people. One reason is that in untrained people, along with the muscles that provide the desired movement, many other muscles contract that are not related to it. Sticky movements are inhibited during training due to more perfect regulation by the nervous system. Thus, this functional test shows not only the state of the respiratory and cardiovascular systems of a person, but also the degree of his fitness.

Experience Protocol(time is measured in seconds)

Breath holding time at rest (A).

Breath holding time after 20 squats (B).

The percentage of the second result to the first B / A X 100%.

The time of holding the breath and restoring the breath after a minute of rest (C).

The percentage of the third result to the first with / A x 100%.

Working process.

In a sitting position, hold your breath while inhaling for a maximum period. Turn on the stopwatch (preliminary deep breathing before the experiment is not allowed!).

Turn off the stopwatch when breathing is restored. Record the result. Rest 5 min.

Stand up and do 20 squats in 30 seconds.

Inhale, hold your breath quickly and turn on the stopwatch, without waiting for your breath to calm down, sit on a chair.

Turn off the stopwatch when breathing is restored. Record the result.

After a minute, repeat the first test. Record the result.

Make calculations in your notebook according to the formulas given in paragraphs 3 and 5 of the protocol. Compare your scores to the table and decide which category you would fit yourself into.

The results of a functional test with breath holding before and after exercise for categories of subjects with different degrees of fitness.

	Holding your breath
	A - at rest	B - after work	C - after rest
		B / A X 100%.	c / A x 100%.
healthy trained		More than 50% of the first result	More than 100% of the first result
Healthy untrained		30-50% of the first result	70-100% of the first result
With health problems		Less than 30% of the first result	Less than 70% of the first result

Conclude by answering the following questions:

Why does carbon dioxide accumulate in the blood when holding the breath?

How does carbon dioxide affect the respiratory center?

Why are these effects called humoral?

Why is it possible to hold your breath for less time after work than at rest?

Why does a trained person have a more economical energy metabolism than an untrained person?

Lab #15

Compilation of food rations depending on energy consumption.

Purpose: to learn competently, to make a daily diet for teenagers.

Equipment: tables of the chemical composition of food products and calorie content, energy needs of children and adolescents of different ages, daily norms of proteins, fats and carbohydrates in the food of children and adolescents.

Working process.

Make a daily diet for teenagers 15-16 years old.

Record the results of the calculations in the table.

(Work is organized in groups. 1-2 - breakfast, 3 - lunch, 4 - dinner)

The composition of the daily diet.

Diet	Name of the dish	Products needed for its preparation	Calorie content, kJ
Diet	Name of the dish	Products needed for its preparation
1st breakfast
2nd breakfast

Tables.

Daily energy requirement of children and adolescents of different ages (J)

Age, years	Total based on average body weight
	6720000 - 7560000
	7560000 - 9660000
	9450000 - 12180000
	11760000 - 13860000
	13440000 - 14700000

Daily norms of proteins, fats and carbohydrates in the diet of children and adolescents.

Age, years			Carbohydrates, g

The composition of food products and their calorie content

Product name		Carbohydrates	Caloric content per 100 g of product, J
Product name	in percents
			Caloric content per 100 g of product, J
tangerines

Rafinated sugar


Sunflower oil
Butter


Curd
Fat cottage cheese
Creamy ice cream

beef meat
lamb meat
Meat, lean pork


Amateur sausage






Red caviar

Eggplant caviar
Buckwheat
Semolina

Pasta

Rye bread
wheat bread
Potato


fresh cabbage
Sauerkraut
Green onion


fresh cucumbers
Pickles
Tomatoes
oranges
Grape

Lab No.16

Finger-nose test and features of movements associated with the functions of the cerebellum and midbrain

Target: Observation of muscle coordination carried out by the cerebellum when performing a finger-to-cerebellar test.

Working process.

Close your eyes. Stretch forward the index finger of the right hand, which must be held in front of you. Touch the tip of your nose with your index finger. Change the position of the hand and repeat the experiment. Do the same with the left hand, alternately changing fingers and hand position. In all cases, the finger hits the target, although the trajectory of movements in each individual case is not the same. During normal functioning of the cerebellum, the movements are precise and fast. In persons with a damaged cerebellum, the hand moves in separate jerks, trembles before hitting the target, and misses are frequent.

Answer the questions:

1. What parts does the brain consist of?

What are the functions of the medulla oblongata?

What nerve pathways pass through the pons?

What are the functions of the midbrain?

What is the role of the cerebellum in movement?

Lab No.17

Experiments that reveal illusions associated with binocularvision.

Target: identification of illusions associated with binocular vision.

Equipment: a tube rolled up from a sheet of paper.

Working process.

Attach one end of the tube to the right eye. Place your left hand on the other end of the tube so that the tube lies between your thumb and forefinger. Both eyes are open and should look into the distance. If the images obtained in the right and left eyes fall on the corresponding areas of the cerebral cortex, an illusion will arise - a "hole in the palm."

Laboratory work№ 18

The development of the skill of mirror writing as an example of the destruction of the old and the formation of a new dynamic stereotype.

Target: develop mirror writing skills.

Working conditions. The experiment can be carried out alone, but it is better if it is carried out in the presence of other people. Then the emotional components associated with the restructuring of the dynamic stereotype are more clearly manifested.

Working process

Measure how many seconds it takes to write a cursive word, such as "Psychology." On the right side, write down the elapsed time.

Invite the subject to write the same word in mirror type: from right to left. It is necessary to write in such a way that all elements of the letters are turned in the opposite direction. Make 10 attempts, next to each of them on the right side, put down the time in seconds.

Registration results

Build a graph. on axle X (abscissa) set aside the serial number of the attempt, on the axis Y (ordinate) - the time that the subject spent writing the next word.

Count how many gaps between letters there were when writing the word in the usual way, how many gaps there were during the first and subsequent attempts to write the word from right to left. Note in which cases emotional reactions occur: laughter, gesticulation, an attempt to quit work, etc. Name the number of letters in which there are elements written in the old way.

Laboratory work№ 19

Changing the number of vibrations of the image of a truncated pyramid

in various conditions.

Target: determination of the stability of involuntary attention and attention during active work with the object.

Equipment: stopwatch or watch with a second hand.

Preliminary explanations. Try to imagine a truncated pyramid with its truncated end facing towards you and away from you. When both images are formed, they will replace each other: the pyramid will seem to be facing you, then away from you. With each change in the image, it is necessary to enter a dashed line into the notebook without looking at it. You can't take your eyes off the drawing! By the number of oscillations of these images, one can judge the stability of attention. Usually measure the number of oscillations of attention per minute. To save time, you can measure the number of oscillations in 30 seconds and double the result. Before conducting the experiment, prepare a table.

Measurement of fluctuations in attention under different conditions

fluctuations in attention

Involuntary attention (no set)
Arbitrary attention (with the setting to save the created image)
Voluntary attention with active working with an object

Working process.

I. Definition of sustainabilityinvoluntary attention.

Look at the picture without looking away from it for 30 s. With each change in the image, make a stroke in the notebook. Double the number of attention fluctuations in 30 seconds. Enter both values in the appropriate columns of the table.

II. Image retentionarbitrary attention.

Repeat the experiment, following the same technique, but try to keep the image that has developed for as long as possible. If it does change, you need to keep the new image as long as possible. Count the number of oscillations. Record the results in the protocol.

III. Definition of sustainability attention during active work
from object.

Imagine that the drawing represents a room. The small square is its back wall. Think about how to arrange the furniture: sofa, bed, TV, receiver, etc. Do this work for the same 30 seconds. Do not forget to make a stroke every time you change the image, and each time return to the original image and continue to “furnish” the room. It is necessary to “arrange” the furniture mentally, without looking up from the drawing. Enter the results in the table in the appropriate columns.

The discussion of the results. Usually, the greatest number of attention fluctuations is observed with involuntary attention.

With voluntary attention with the set to hold the existing image, the number of attention fluctuations decreases, but the implementation of this instruction requires more effort, because both the picture and the set remain the same. Therefore, a person has to constantly struggle with the fading of attention. In the third case, many subjects show almost no fluctuations in attention, although the image of the pyramid remains the same. This is the result of the fact that each subsequent search creates a new situation, causes a discrepancy between what has been done and what is to be done. This is what keeps attention span.

Morozova Tatyana Vasilievna Biology teacher

Municipal state educational institution

Mulym secondary school.

annotation

Laboratory studies with living material should be one of the main points in the study of zoology at school. As a rule, they should be placed at the beginning of each series of lessons devoted to acquaintance with a new group of animals (protozoa, roundworms, annelids, mollusks, lower crustaceans, crayfish, insects, fish, amphibians, reptiles, birds, mammals).

The use of local natural objects is an effective means of developing cognitive and creative activities, influencing the assimilation of program and local history knowledge and the development of research principles.

This workshop includes 16 labs in the Animals section that can be carried out while studying the basic course, covering most of its topics.

The order of laboratory work corresponds to the logic and level of presentation of educational material in the textbook (Biology. Animals. Grade 7 / V.V. Latyushin, V.A. Shapkin. - M.: Drofa, 2011).

Laboratory work does not always have to take up a whole lesson, it can be calculated for a part of the lesson and carried out as a fragment of it.

Safety instructions

When conducting laboratory work in zoology

I. General requirements

1. Be attentive, disciplined, careful, accurately follow the instructions of the teacher.

2. Do not jump up, do not jump, do not make sudden movements.

3. Arrange instruments, materials, equipment in the workplace in the order indicated by the teacher.

4. Do not keep items in the workplace that are not required when performing work.

II. Requirements for working with living objects.

1. Before starting laboratory work with a living object, listen carefully

explanations and instructions from the teacher.

2. Before studying the object, read the task. Consider an object that is in a vessel.

3. Do not pick up this object without the teacher's permission.

4. When working with a live object, be careful not to squeeze or injure the live

5. After observing a live object, place it back in the vessel or

a container containing a living object.

6. After finishing work, tidy up the workplace: collect instruction cards and wipe

laboratory table.

7. Wash your hands with soap and dry with a towel.

LABORATORY WORK No. 1.

Topic: Study of representatives of protozoa

Target: consider the structural features and life processes of various

the simplest and compare them with each other.

Equipment: cultures: ciliates - shoes, amoeba, suvoyki, green euglena,

microscopes, glass slides, pieces of cotton wool, pipettes.

Working process

TASKS:

1. Bring the microscope into working position. To do this, put a microscope

with a tripod towards you at a distance of 5-8 cm from the edge of the table, using a mirror

direct the light into the opening of the stage.

2. Prepare a micropreparation: on a glass slide with a pipette

place a drop of culture; put in a drop a few fibers of cotton wool,

cover it with a cover glass.

3. Place the micropreparation on the stage and use the screw to gently

lower the barrel so that the lower edge of the lens is at a distance,

close to the drug.

4. Find a representative of the protozoa in the field of view. To do this, using

screw, slowly adjust the position of the tube until

clear image of the protozoan on the preparation.

5. Determine the shape of the body of the shoe, consider its front (blunt) and back

(pointed) ends of the body, preoral depression.

6. Observe the movement of protozoa and draw a conclusion about the role

flagella and cilia in the locomotion of protozoa.

7. Draw the protozoa you saw in a notebook and sign in more detail

the body parts you saw.

Euglena Amoeba Ciliates - Suvoyki Bursaria

Green slipper

LABORATORY WORK № 2.

Type Roundworms

Representatives: free-living nematodes, rotifers.

Working process

TASKS:

1. Consider culture without magnifying devices

free-living nematodes , grown on white bread.

Describe these worms: their number, size, color, character

movement.

2. Find a male and a female on a wet ascaris preparation.

Note how they differ, how they are similar to those round

the worms you just looked at.

3. Place several animals from the rotifer culture in a drop

water and examine at low magnification of the microscope. Note the similarities and differences

in the external structure of the body, in characteristic movements, color.

4. Observe the movement of rotifers and draw a conclusion about the role

cilia during movement and feeding of rotifers.

5. Draw rotifers in a notebook (several types) and sign what you see

parts of her body.

LABORATORY WORK No. 3.

Working process.

TASK I

1. Consider the body of an earthworm. Determine the shape of the body, color, size,

body segmentation. Find the anterior and posterior ends of the body, the girdle.

2. Find the convex (dorsal) and flat (abdominal) parts of the body. Carefully

slide your finger along the ventral or lateral side of the worm's body from the rear

towards the front end (you will feel the touch of the bristles). Review with

magnifiers touch the bristles on the body of the worm.

3. Pay attention to the skin of the worm. Determine if it is dry or wet?

Make a conclusion about the importance of such skin and bristles for the life of the worm in the soil.

TASK II.

1.Place the leech in a glass jar filled with water.

2. Using a magnifying glass, examine the appearance of a leech. note

on the shape and color of the body, the number and location of suckers. try

measure the length of the leech in its resting state.

3. Consider and describe the structure of the mouth of a leech that has stuck to the glass.

4. Try using a soft brush to drop the leech into the water from the wall of the jar.

5. Watch the movement of a leech in a jar of water.

Describe the movement of a leech.

6. Identify other (besides swimming) ways of moving the leech.

TASK III.

1. Examine with a magnifying glass tubifex.

Note body color, size, body shape. Find front and back

end of the body. Note the presence of bristles.

2. Pay attention to the peculiarities of the behavior of the pipe maker (stick together

or singly). Touch the tubifex with a brush. Note his reaction.

LABORATORY WORK No. 4.

Working process

Task I

1. Consider the mollusk shells offered to you. Divide them into groups:

gastropods and bivalves.

2.In gastropods note:

- presence and absence of symmetry

The sink is twisted to the right or to the left ___________________________________________

Is there a difference in the number of curls ____________________________________________

Coloring ________________________________________________________________________

Dimensions ________________________________________________________________________

The presence of outgrowths (tubercles, spikes, etc.) __________________________________________

- list of them the species found in our area _________________________

3. In bivalves, describe:

- outer layer of shell valves ____________________________________

The inner layer of the shell ____________________________________________

Number of years ___________________________________________________

Shell shape _________________________________________________

Coloring ________________________________________________________________

dimensions ___________________________________________________________

4. List the types of local mollusks.

TASK II.

1.Consider aquatic gastropods: coil and pond.

Compare their structure and write down the results: Table

2.Watch the clams crawling on the glass.

Describe the nature of the movement ______________________________________________

Watch if the mollusk rises to the surface of the water ______________________

If it rises, then note how many minutes the rise is repeated ____________________________________________________________________________

The presence of a leg ________________________________________________________________

Presence of tentacles on the leg

The area of the sole of a crawling mollusk _______________________________________

TASK III.

Observations for land molluscs.

1. Make observations of a naked slug using a magnifying glass.

Note the following:

- the presence of a sink _____________________________________________

The presence of a large amount of mucus on the body __________________________

Body symmetry _________________________________________________

Departments of the body _________________________________________________________

Wave-like contractions of the muscles of the sole ____________________

How many tentacles on the head

Presence and type of mouth opening

2. Place pieces of cabbage and tomatoes on the slugs.

Watch:

Movement speed _________________________________________________

What kind of food do you prefer?

3. Using a magnifying glass, observe the snail.

The presence of a sink _____________________________________________

Body symmetry____________________________________________

The presence of a leg with a grater ______________________________________

Where do molluscs stay (on plants, on the ground, on glass)

Touch the clam with a soft brush. Describe the reaction of the mollusk.

________________________________________________________________________________________________________________________________________________________

Conclusions on the work (about the adaptations of mollusks to living in a different environment, about the structure, about movement) ___________________________________

LABORATORY WORK No. 5.

Type Arthropods

Representatives: daphnia, cyclops, crayfish, shrimp.

Working process

TASKS:

I. Appearance of cancer.

1. What is the color of the body of a living cancer? Compare (to the touch) the hardness of its cover with

cover of an earthworm.

II. Head chest.

2. Locate the cephalothorax and the groove (seam) between the head and chest. Find out the connection.

What organs are located on the cephalothorax of cancer (antennae, eyes, mouth organs,

walking legs, their number and structure)?

3. Examine the cephalothorax and sides (under the legs) of the cancer. Locate the gap leading to the gills

III. Abdomen

4. Count the number of abdominal segments. Find the legs and count their number.

Compare them with walkers. Locate the tail fin and anal opening.

What conclusion do you draw about the role of the limbs?

IV. Examine live crustaceans in test tubes with a magnifying glass.

5. Note their size, color, nature of movement in the water.

6. Place several animals from the culture in turn in a drop of water and consider

them at low magnification of the microscope. Note similarities and differences in appearance

body structure, in characteristic movements, coloring.

7. Compare large crustaceans: shrimp and crayfish.

Identify the similarities and differences in the external structure.

8. Justify the conclusion that the studied crustaceans belong to the same class in

type of arthropod.

LAB #6

Squad of cockroaches

Representative: red cockroach.

Working process

TASK I

1. Consider the cover of the body, its strength, color, size

2. Note how much free movement can produce

animal head.

3. Consider which sense organs are on the head:

find the jointed antennae and eyes, note their number.

4. Put a piece of pumpkin on a glass rod and

bring it to the mouth of a red cockroach, describe in detail,

how, having felt it with oral palps, he licks and gnaws them.

5. Under a magnifying glass, examine the legs of an insect, their mobility

joints, tarsi with suckers and bristles. Check for

themselves that cockroaches carry microbes on their paws, including

and pathogenic.

6. Examine the belly of the cockroach and determine the sex of the insect.

7. Consider and mark in the table the type of oral apparatus.

Order Orthoptera

Representative: field cricket.

TASK II.

1. Consider the features of wings and elytra, compare

their length and color.

2. Compare the length of the front and hind legs, observe

movement and mark the type of movement.

3. Consider the structure of the oral apparatus with a magnifying glass.

4. Consider the antennae, note their number, observe

their movement, draw a conclusion about their meaning.

LAB #6

(continuation)

Squad of beetles.

Representative: May beetle.

Working process

I. GRUB

TASK I

1. Consider the larva, body shape, color, length.

2. Consider the worm-like body, divided into segments.

Count the number of breasts and how many are on the abdomen

(thoracic segments with limbs).

3. Count how many leg larvae are on the chest

and how many pairs. Suggest type of locomotion (crawling,

jumping, flying).

4. Find on the segments of the abdomen - oval breathing holes,

through which air enters the trachea of the larva?

II. ADULT INSECT

TASK II.

1. Consider the shape of the body, color, length, cover.

2. Examine and mark on the head the number of eyes, antennae,

find powerful oral appendages.

3. Take pieces of food (bread) and gently on

stick, bring it to the mouth of the cockchafer - determine the type

oral apparatus.

4. Consider three pairs of limbs, what type of limb

(swimming, walking).

LAB #6

(continuation)

Order Diptera

Representative: mosquito-dergun

Working process

TASKS:

1. Examine a mosquito (twitch) larva through a magnifying glass, its head with eyes and mouth appendages, chest with a bundle of bristles, note how it moves in the water.

2. Find a segmented abdomen with a breathing tube at the end.

3. Note how the larva swims. If you can watch her breathe in the water,

see if it rises to the surface of the water.

4. Mark at the end of the brulek - a forked process - guess how it serves in the larva?

LABORATORY WORK No. 7.

Pisces class

Working process

TASKS:

1. Consider the appearance of a fish swimming in a jar of water, identify it

body shape and explain the importance of such a shape in the life of a fish.

2. Consider the integument of the body of the fish. Explain the meaning of scales

in the life of a fish.

3. Determine the color of the fish on the ventral and dorsal sides of its body.

Explain the meaning of the different colors of the ventral and dorsal sides of the body of the fish.

4. Find the body parts of the fish: head, body, tail.

5. On the head of the fish, find the eyes and nostrils. Determine what value they are

have a life of fish. Are there eyelids? Are there organs of hearing?

Tap on the glass of the jar and see if the fish can hear.

6. Find paired and unpaired fins in the fish you are considering.

Explain their importance in the life of fish. Watch the fins at work

when moving fish in the water.

7. Find the side line. Familiarize yourself with the picture and text of the textbook with

its structure and meaning.

8. Consider the shape of the head. How does it pass into the body?

9. Locate the gill covers. Observe breathing movements

alternate opening and closing of the mouth and gill covers.

LABORATORY WORK № 8.

Working process

Tasks:

Consider on live frogs placed in glass jars, the features of their external structure and movement.

1. Consider the shape of the frog's body, pay attention to the shortened body, devoid of

tail, flattened body from top to bottom, no neck. Compare with the body shape of fish.

What are the similarities and differences?

2. Describe the appearance of each pair of limbs. Compare these limbs

size and details of the structure. What are the similarities and differences? With what organs

movement can be compared to the limbs of a frog? How to distinguish a sharp difference

frog limbs from fish fins?

3. Consider the movement of a frog on land. Which pair of limbs performs

lead role? What is the role of the second pair of limbs?

4. Consider the movement of a frog in the water. Which pair of limbs performs

lead role? What equipment does she have for this?

5. Count the number of fingers on the front and hind limbs. Compare them by

size. Which limbs have the most developed musculature? What is it connected with?

6. Consider the skin of the frog. Is the color of the skin on the back and on the

abdominal side. What does it matter? Note the slime

secreted by skin glands. What is the meaning of slime? Compare with body coverings

7. What adaptations in the external structure of the frog contribute to its life on land

LABORATORY WORK No. 9.

Working process

TASKS:

1. Take the lizard in your hands with the back side up.

Examine her body. What shape is it? Think about the parts of the frog's body.

How is the head connected to the body in a lizard and a frog?

2. Locate the limbs. How are they developed? Compare the length of the front and rear

limbs. How many departments do they have? How many fingers are in the hand and foot?

How do they end? What is common in the structure of the limbs of a lizard and a frog?

What are the differences? How can they be explained?

3. Using a magnifying glass, examine the integument of the trunk and limbs from the dorsal side.

Pay attention to the shape of the scales. Examine the head and belly. Find

they have horny shields on them. The same scales on different parts of the body? Remember

frog skin structure.

How to explain the differences in the structure of the skin in lizards and frogs?

4. Consider the head. Find a mouth; paired nostrils; behind the nostrils on the sides

heads are eyes. Count the number of eyelids (using a dissecting needle). On the

Locate the auditory openings at the back of the head. Find and examine through a magnifying glass (on

upper surface of the head along the midline) unpaired parietal eye.

5. What features of the external structure of the lizard indicate its terrestrial existence?

LABORATORY WORK No. 10.

Topic: The study of representatives of the bird class.

Target: find in the external structure of the bird traits of fitness for flight.

Equipment: a living object - a living bird.

Bird class.

Representative: any bird.

Working process

TASKS:

1. Consider the appearance of the bird. Determine what departments the bird's body consists of.

Pay attention to the characteristic features of the external structure of the bird:

feather cover, spindle-shaped body, the presence of a tail and feathers.

2. Consider the bird's head. What organs are located on it? What does it matter

moving neck?

3. Consider the forelimbs of the bird? What kind do they have? Which authorities

land vertebrates correspond to the wings of birds? Find departments in the wing,

characteristic of the forelimbs of vertebrates.

4. Consider the legs of the bird. What are they covered with? How many toes are there?

How do they end?

5. Consider the spread wings and tail. Notice the big

flying surface, lightness and strength of these organs. Are the

in appearance, various wing and tail feathers.

6. Pay attention to the tiled arrangement of integumentary feathers.

Compare with the arrangement of scales on the body of a fish. What is the significance of such

feather placement?

7. Is there a difference in the appearance of flight, tail and cover feathers?

What is it connected with?

LABORATORY WORK No. 11.

Topic: The study of representatives of the class mammals.

Target: to reveal the features of the external structure of mammals.

Equipment: living objects - pets: rabbit, cat, dog and others

animals.

Class Mammals.

Representative: domestic rabbit.

Working process

TASKS:

1. Consider the appearance of a mammal. Determine what departments the body consists of

Pay attention to the characteristic features of the external structure of the rabbit:

hairline, elongated body shape, the presence of a tail.

2. Describe the structure and meaning of the hairline (long hair - awn, short -

undercoat) in connection with their functional significance.

Note when shedding occurs and how the hairline changes with it.

3. Find vibrissae. What are they? Where are they located? What is their

meaning?

What derivatives of the epidermis, besides hair, do mammals have?

What is the meaning of these formations?

4. Indicate the presence of glands on the skin of a mammal and reveal their significance.

5. Consider the head. What sense organs are located on it and what is their

meaning? Find out the role of the sense organs in the orientation of the rabbit.

6. Consider the fore and hind limbs of the rabbit. How are the limbs

relative to the body? What is the significance of such an arrangement in life

Note how the rabbit moves.

LABORATORY WORK No. 12.

Working process

TASKS:

1. Carefully consider the animals offered to you, first unarmed

eye, then with a magnifying glass.

Identify the similarities and differences in the integument of various animals.

Note the features of color, elasticity, mobility of the integument of various

animals.

2. Place an earthworm or gastropod on the glass or paper.

Note the wet trail left by these animals as they move;

mucus-covered skin; clam shell, its strength, external and internal

surface, color.

3. Pick up an insect (better if it is a beetle), examine their covers

with the naked eye and with a magnifying glass.

Note the strength of the chitinous cover; features of the integument of arthropods

compared to worms and molluscs.

4. Consider the body of the fish, covered with scales, the shell of a turtle.

Note the similarity in structure between the scales of a fish and the scutellum of a tortoise shell;

the presence of annual rings, the density and strength of these covers; differences in integument

bodies of fish and turtles.

LABORATORY WORK No. 13.

Working process

TASKS:

1. Consider the animals in front of you.

Note how the animals move; what is the nature of their movements.

Identify which devices, organs, body parts are involved in the movement

animal; how the nature of the movement changes when frightened or touched.

habitat.

2. Observe animals by changing environmental conditions.

Determine the nature of the movement of the animal;

The ability to change modes of movement;

The number of ways to move for each object.

LABORATORY WORK No. 14.

Working process

TASKS:

1. Make observations of the animals in front of you.

Note the frequency with which the gill covers open in fish;

How are the movements of the gill covers and the oral opening interrelated;

Are there visible respiratory movements in amphibians (toads, frogs),

reptiles (turtles, lizards), birds and mammals.

2. Make the animals move vigorously for 2-3 minutes. Repeat observations.

Notice if the interval and frequency of the movements associated with breathing have changed;

Has the pattern of breathing changed?

LAB #15

Working process

TASKS:

1. Touch or try to touch the animal. Explain the response

Note how the earthworm reacts to touch;

What is the reaction of the mollusk if you lightly hit its shell with a stick;

What is the behavior of insects and crustaceans when a stick approaches them;

Do fish, amphibians, reptiles allow themselves to be touched;

How animals behave when a clove of garlic or onion is brought close to them.

2. Formulate a conclusion based on the study of animal reactions to stimuli:

Have you observed passive or active reactions, attempts

protection, aggression?

3. What is the significance of these reactions in the life of animals?

LABORATORY WORK No. 16.

Working process

TASKS:

table

Laboratory work in biology Grade 7

"Animals" (V.V. Latyushin, V.A. Shapkin)

home > Agriculture

Laboratory work 2 biology. Laboratory work in biology

We also recommend