COGNITIVE

BIOLOGY PROBLEMS

PART 2

CHAPTER

"ANIMALS"

ANIMALS

It is known that protozoa are widespread in soil and water, but they cannot live in boiled water. Why?

The reservoir inhabited by protozoa has dried up. It started raining,filled it up, protozoa reappeared in the reservoir. How to explain this phenomenon?

Euglena green always swims from the darker to the more illuminated part of the reservoir; a slipper ciliate swims across a bridge between two drops of salty liquid into clean water. What do these phenomena have in common?

A drop of clean water with ciliates was placed on a microscope slide. Then they connected it with a water bridge to another drop containing bacteria. The ciliates began to turn into a droplet with bacteria. Why?

Since ancient times, people have suffered from debilitating swamp fever (malaria), especially common in countries with warm climates. Why was medicine powerless for a long time?

In autumn, with the onset of unfavorable conditions, hydra usesdisappear from bodies of water, but then reappear the following spring.Where do they come from?

Freshwater hydra (Fig. 4) cannot live in reservoirs with fast currents, but is widely found in reservoirs with stagnant water. Why?

A passing daphnia touches a hydra. Imagine what might happen.

Biologists and doctors are studying in detail the regeneration of hydra body parts. Suggest why this is important for medicine.

Hydras have almost no enemies in reservoirs. If a fish grabs a hydra, it will immediately release it instead of swallowing it. Why?

What is the significance of the bluish color for the cornet jellyfish?

In tropical seas, some species of colonial polyps form large coral reefs. Thus, the length of the Great Barrier Reef is approximately 2000 km. Why was it possible for such small animals to build such gigantic structures?

Meat is an important human food product, but it is consumed only after special cooking. Why is this kind of meat processing necessary?

Scientists have found that there is a connection between the numbersabundance of some species of mollusks in reservoirs near pastures andhelminthic diseases of cattle grazing there. Explain this dependence.

In the Moscow region, up to 4.5 million earthworms live on 1 hectare of humus-rich fields. Calculate, using a micro-calculator, how much soil is processed by rainwater per dayworms on an area of ​​20 hectares of land, if one earthworm canduring this time, process about 0.5 g of soil. What is their role in the process of soil formation?

Earthworms live in burrows that they dig in moist soil; in dry soil they intertwine into a ball. What significance does this phenomenon have in the life of earthworms?

A piece of bread dipped in milk was placed in front of one earthworm, and a clove of garlic was placed in front of the other. Guess how the worm will behave and why.

In the sea bay, on an area of ​​30 hectares, they are going to breed bivalve mollusks; - mussels. What kind of harvest can you get?if in some places mussels accumulate weighing up to 20 kg per 1 m 2 ? Justify the economic and environmental significance of mussel farming in the bay.

In the first years of life, crayfish molt frequently; from the age of five, no more than once a year, and then they stop moulting altogether. How can this be explained?

There are several bodies of water near your house (river, lake, pond). You learned that some of them contain crayfish. Where will you catch them and at what time of day?

103*. In the Barents Sea, during the fishing season, foodA large number of small crustaceans were found in the digestive organs of cod. But cod is a predator that does not feed on crustaceans. Find the cause of the existing addiction.

The cross spider (Fig. 5) has legs and hoses.long legs. Do they differ in structure and function?

If you put a clean piece of paper on the web, the spider does not react to it, but if a fly was crushed on it, the spider will attack the piece of paper and entangle it in the web. Give an explanation for the spider's behavior.

The cross spider cannot eat solid food. But its insect victims have a hard chitinous covering. How does a spider still eat insects?

Two friends argued: one argued that the scorpion (Fig. 6) is a representative of crustaceans, and the other that scorpions belong to spiders. Which one is right?

The silver spider, like all spiders, breathes oxygen from the air. But unlike other arachnids, it lives underwater. Its offspring hatch and grow under water. What adaptation does the silver spider have that allows it to live in water?

Infectious encephalitis is a serious disease of the brain. The causative agent of this disease is transmitted to humans by the bite of taiga ticks. What precautions against this disease do you know?

The larva of the May beetle feeds on humus, roots of grasses and trees, and the adult beetle feeds on tree leaves. What adaptive significance do these differences in nutrition have for cockchafers?

11.1. Why is it impossible to destroy all insect pests withoutdespite the enormous harm they cause to agriculture?

Many butterflies feed on the nectar of flowers, contributing tocross-pollination of plants, i.e. they benefit agriculturefarm. But at the same time, butterflies cause great damageagricultural plants, and they have to be partially destroyedreap Explain what's going on here.

It has been noticed that the pupae of most butterflies in Siberia overwinter in the soil, and in Europe - in crevices and cracks in the bark of trees. Indicate the biological significance of this phenomenon.

Many insects, especially butterflies, bees, and ants, have highly sensitive sensory organs. They are capableperceive even faint odors, sound and light signals. What biological significance does the high sensitivity of their sense organs have for insects?

Cabbage white caterpillars are found in large numbersqualities on heads of cabbage. They eat leaves heavily. They are often called "cabbage worms." Is it correct to call them “worms”?

Explain why in the area of ​​the forest where the caterpillars were destroyed, the trees began to grow worse.

117. One ladybug destroys up to 100 aphids per day, its female lays 1000 eggs over the summer period, and each larva before pupation (40 days) destroys up to 1000 aphids or 3000 of their larvae. Calculate how many aphids are destroyed by a pair of beetles and their generation over the summer period (90 days). Draw a conclusion from these data.

118. The female Colorado potato beetle lays up to 2,400 eggs, from which fleshy, voracious larvae emerge, destroying up to two grams of potato green mass in their lifetime, and an adult beetle up to four grams. Calculate how much harm a pair of Colorado potato beetles and their offspring can cause within two years, if up to three generations of beetles develop over the summer.

119: Relative muscle strength, i.e., the ratio of the weight of the load being lifted and the weight of one’s own body, is on average 0.86 for a person, 100 for a rhinoceros beetle, and 850 for a tree beetle. Calculate how much weight a 70 kg person could lift if he had the same ratio of mass to muscle strength as a tree beetle.

One of the ways to control pests of fruit trees is a mechanical method of control - shaking off. What time of day is best to shake off bugs?

Two students observed the development of fly larvae on a piece of meat. One of them claimed that flies do not feedmeans meat, and the other - the products of its rotting. Which one of them right?

Modern biological science is capable of inventingmeans to completely eliminate mosquitoes in some regions,midges, flies and other harmful insects. However, scientists are looking for other ways to combat pests, destroying only part of them or protecting themselves from them and their harmful effects on people and the people.farming. Explain why it is impossible to destroy all harmful insects. Think about what exceptions to this rule there might be.

Quite a lot of predatory insects and insects, parasiticfeeding on caterpillars are specially bred in laboratories. Why is this being done?

Insects are the most common animals on Earth.le. Among them there are species leading solitary and socialLifestyle. What advantage does a social lifestyle give some insects?

In the social organization of life, the behavior of ants is more complex than that of bees. On what basis is this statement justified?

Silvery fish swim in the surface layer of the ocean, at a depth of 200-400 m they are reddish in color, and even deeper they are violet.white and black, but bottom deep-sea fish are not colored at allus. Explain the biological significance of the differences in fish coloring.

The famous oceanographer Jacques-Yves Cousteau called one of his books “In a World of Silence.” Is he really right? Justify your answer.

Bony fish easily change body density by changing the volume of the swim bladder

and thanks to this regulationadjust the depth of immersion. However many cartilaginous fish, for example some species of sharks, do not have it. What causes many species of sharks to rise and fall?

129. Trout can live ina body of water with slow flowing water,but spawning goes away quicklyflowing rivers. Is it possible to breed trout in pond farms?

130. Pink salmon spawn and then bury them in fine gravel rather than mud. What biological significance does this behavior of fish have?

Among fish there are few species with a permanent habitat.The majority make more or less significant migrations. Explain this phenomenon in the life of fish, based on the characteristics of their nutrition and reproduction.

Carp, characterized by high fertility and fasttall, bred back in Ancient Greece. Today it is the most common fish in pond farming. Thanks to what qualities are cyprinids given first place among “domesticated” fish?

In the first year of life, carp in a pond farm weighs 20 g. In the second year, its weight reaches 600 g. The average productivity of a pond is 250 kg per 1 ha. Calculate how many kilograms of fish a pond with an area of ​​25 hectares produces and approximately how many second-year carp will be in it.

Most fish spawn a very large number of eggs during reproduction (for example, herring - 150 thousand, pike -100 thousand, cod—7 million). Stickleback and seahorse layinga small number of eggs. What biological significance does it have for fish to spawn different numbers of eggs? Why is it different in fish?

Amphibians are named for their ability to live on land and in water. What is more in them - “earthly” or “aquatic”?

The frog's skin is covered with a moist mucous film. What is the importance of skin moisture for the life of frogs?

In the process of evolution, amphibians developed co-lever type limbs (Fig. 7). What is the biological significance of this method of movement?

Frogs live in aquatic environments and on land. How do they move in these different habitats?

Frogs hunt for moving prey. They grab it and swallow it, but biologists say that “frogs eat using their eyes.” How right are they?

Students in front of the frogput a fly with a damaged wing to photograph,how she will eat it. Suddenly the fly disappeared. Give an explanation for this fact.

In many villages of Ukraineand in Russia there was a custom in the summer to protect milk from souringput frogs in it. What do you think about it?

Some people preferthey say that if you touch frogswarts (Fig. 8). What is wrong with this opinion?

Frogs can stay at the bottom of a reservoir for a long time without suffocating. Give an explanation for this phenomenon.

Frogs are well adapted to breeding in water andlay eggs in certain places. What are the features of the building?Do the nesting of frog eggs and their location in a body of water contribute to the conservation of heat necessary for its development?

A toad loses up to 15% of its weight overnight. How and with what does it replenish the lack of moisture?

Amphibians eat various insects in large numbers; some of them, such as toads, hunt at night.How are such biological features of amphibians useful forNational economy?

Of the 6,000 species of reptiles known on Earth, a large number of species are found in areas with tropical and subtropical climates, and in the middle zone there are significantly fewer of them. Why?

Lizards, unlike most amphibians, can live on land far from bodies of water. Why?

Modern reptiles are a small branch, survivingsuffering from the extinction of a once prosperous class. Representatives of which groups of reptiles have survived to this day?

If you grab a lizard by the tail, part of the tail will remain in your hands, and the lizard will run away. What biological significance does this phenomenon have in the life of an animal?

Some species of modern turtles are aquaticlife. It is known that their ancestors were typical land animals. Prove that these turtles have secondarily adapted to an aquatic lifestyle in the process of evolution.

Why are most venomous snakes currently under state protection? What significance do they have in nature and human activity?

A cold piece of paper wrapped in black paper was brought closer to the snake.light bulb. She doesn'tpaid no attention to it, but as soon as the light bulb was turned on, it started moving like a snakerushed at her with lightning speed. Howexplain this phenomenon?

154. Reptiles characteristicsare characterized by the following characteristics:dry skin with horny cover, pulmonary breathing, three-chambered heart, unstable body temperature, internal fertilization, eggs with a dense shell and a large supply of yolk. Indicate what signs indicate a higher organization of reptiles compared to amphibiansnymy, which - about adaptationthese animals to the ground-air habitat and what characteristics are common to amphibians and reptiles.

Birds are warm-blooded chordates. They have four chambersheart, two circles of blood circulation, skin devoid of glands, body covered with horny feathers, forelimbs modified into wings, jaws shaped like a beak. Birds have a variety of instincts. Which of these characteristics indicate a higher organization of birds compared to vertebrates such as fish, amphibians and reptiles?

In most animals, teeth are located in the oral cavity and serve to capture and grind food. Why do they say about birds: “The bird has teeth in its stomach”?

Is the expression scientifically correct: “Birds are not as afraid of the cold as they are of hunger”? Why?

You can often see how a bird in cold weather becomes ruffled and becomes more fluffy (Fig. 9). Explain the significance of this phenomenon.

It has been noticed that birds are rare in new parks, while there are many of them in old parks. How can we explain this phenomenon?

Starlings are very voracious. To feed their babies, parents work 17 hours a day, feeding the chicks more than 300 g of harmful insects. Calculate how many insects a starling colony of 25 pairs will destroy during the period of feeding the chicks (17 days).

During the feeding period, swallows (a pair) fly to the nest up to 400 times a day, bringing 0.5 g of insects at a time. The feeding period lasts 20 days. How many kilograms of insects do three pairs of swallows destroy during the period of feeding their chicks?

Sparrows and other types of birds love to swim in water, fine sand and road dust. Explain why birds bathe in dust.

You can often hear: “He eats little, like a bird.” How valid is this claim?

With the onset of spring, most birds begin to nest. The forest is filled with the singing of birds, while at the end of summer the forest is quiet. Imagine the importance of singing in the spring in the life of birds.

Swallows, swifts, and flycatchers fly south for the winter, but woodpeckers, tits, hazel grouse, black grouse, and wood grouse remain. Give an explanation for this behavior of birds.

Insectivorous birds - swifts, swallows and others - fly in May - June, they fly away first, then grain-eating birds fly away, and waterfowl arrive early and fly away with the first frosts. What conclusions can be drawn from the order of arrival and departure of migratory birds known to you? What is this connected with?

Some people consider the sparrow to be beneficial, while others consider it harmful.bird. Explain why such a contradiction appeared.

Swifts hunt at high altitudes. They fly away from the middle zone at the end of August earlier than other insectivorous birds. Why do swifts fly away so early?

Vultures feed on carrion. Why do they need to be protected?

More than 8,600 species of birds are known in nature, and 4 species of gallinaceae (chickens, turkeys, guinea fowl, peacocks) and 5 species from the order Anseriformes (2 species of ducks and 3 species of geese) have been domesticated. Explain why people chose these particular birds for domestication.

Among all vertebrates living on Earth, the mostRepresentatives of the class of mammals are highly organized. Prove the validity of this statement.

In different mammals, the degree of development of smell, vision, hearing, touch and taste is not the same. Guess what this is connected with.

Conditioned reflexes are reactions of an animal that are developedrespond to signals about food, danger, changes in the external environment (footprints, animal sounds, smells of enemies and victims, the appearance or disappearance of plants, bodies of water). Conditioned reflexes are easily and quickly developed in species with a well-developed cerebral cortex. What is the biological significance of the development of conditioned reflexes in mammals?

If the conditions that cause the animal to form conditioned reflexes change, for example from a given habitatthe deer were gone by the predators pursuing them, then the developed conditionalreflexes cease to appear (inhibited). Deer not(runs away at sounds similar to the sneaking of a predator, and does not go to dry-by the creek. What is the significance of this ability for animals?lose conditioned reflexes?

What is a platypus: a beast with a bird's beak, a bird with an animal's body, or a lizard covered with hair?

One shrew duringDuring the course of a day, she eats such a number of insects that, in weight, approximately corresponds to her body weight (10 g). In the forest,suitable for living conditionsOn average, there are 100 shrews per 1 hectare. Of all those destroyed by shrewsinsects approximately 40% -forest pests. How many pests will shrews destroy in a year on 25 hectares of forest?

Bats and dolphins can navigate well in the dark. Try to explain what physical phenomenon underlies this ability in bats and dolphins.

The hedgehog's most reliable defense against predators is its ability to quickly curl up into a spiny ball. However, some of the predatory animals can overcome the curled up hedgehog. So, the eagle owl tears his skin with his claws, and the fox forces him to turn around, pushing him into the water (Fig. 10). What do such phenomena indicate?

Is the expression “legs feed the wolf” scientifically correct? Why?

The order of artiodactyls includes about 200 species of animals, but only some of them have been domesticated by humans. Why might elk, eland, wapiti, and sika deer be promising for domestication?

Many people believe that pigs wallow in mud becauseThey love dirt, but they also enjoy swimming in clean water.Guess why pigs “bathe” in mud.

Whales lead the same lifestyle as fish; they have a streamlined body shape and fins. However, a whale is not a fish. Why?

In what areas is horse selection carried out?

When examining a collection of insects or birds of the same species, it is clear that they have the basic characteristics of the species, but differ in size, color, etc. Which characteristics of a species are hereditary, and which reflect the variability of the species?

Charles Darwin, relying on the theory of natural selection, was confident that science would find evidence of the origin of vertebrates. What evidence do you think can be used to talk about the origin of modern vertebrates?

The appeal “Protect useful animals and birds” is sometimes printed on envelopes and matchbox stickers (Fig. 11). What is wrong in this expression?

Install power circuits inmeadow community. Assumethose to which their violation will lead.

There are organic producers in the natural communitysubstances (plants), its consumers (animals) and destroyers of organic substances tomineral salts (bacteria andmolds). What will happenwhat if this chain is broken?

Wolves are rightly called “the orderlies of the forest,” but it is still necessary to regulate their numbers. Why?

The role of mammals in nature largely depends on theirnumbers. There are relatively few large animals, medium and small onesmuch bigger. Decide which wild animals should be protected and which animals should be limited in number.

During a certain period of embryonic development, the embryos of terrestrial vertebrates have gill slits. What does this prove?

193*. The mussel plantation was attacked by starfish. Divers were hired to destroy starfish by cutting them into pieces. After some time, the mussel plantation was half-completely destroyed by starfish, which appeared apparentlyinvisible. Give an explanation for this phenomenon.

194*. Nemeus fish hide between the tentacles of the Physalia jellyfish. Here they are safe, although the jellyfish is capable of paralyzing a larger animal with its stinging cells. Explain this phenomenon.

195*. Caught crayfish are stored in baskets with succulent nettle shoots, which have bactericidal properties. With other methods of storing crayfish without water, they quickly die. Why can crayfish, when stored in nettles, remain alive for several days?

196*. One jewelry store was subject to repeated burglaries. The store owner found a way to put an end to unwanted night visits: he introduced a large tarantula into the lighted window and wrote: “The store is guarded at night by tarantulas.” For what reasons did the store owner acquire such guards and how right is he?

197*. Dung beetles have the ability to roll huge balls of dung (20 times their size). The ancient Egyptians considered them sacred animals and called them scarabs. What in the beetle’s behavior could cause surprise and admiration among the Egyptians?

198*. Scientists have found that 128 differentpests, on rye - 70, on oats - 42. The use of chemical means to combat them does not always give the expected effect. Insects appeared on which toxic chemicals no longer acted. What methods can you suggest to combat pests of agricultural plants?

199*. If you disturb a ladybug that has fallen upside down, bright yellow droplets with poisonous properties appear on its legs. Give an explanation for this phenomenon. What is the significance of the bright color of a ladybug?

200*. The tsetse fly is a non-venomous insect, but its bite causes illness and death in horses and cattle. Give an explanation for this property of the tsetse fly.

201*. Most flowering plants are attacked by insects -pests; mosses and ferns are damaged much less frequently by them. Explain these facts, remembering the history of the development of flora and fauna.

202*. If you disturb the cabbage white caterpillar, it will begin to secrete a caustic liquid from its mouth, which repels animals. What is the significance of this behavior in the life of a cabbage-grouse?

203*. Mammals and birds have a complex system of information transmission (sounds, postures). Guess how insects communicate vital information.

204*. A hybrid of beluga and sterlet - bester, with normal cultivation in the first year of life reaches a weight of 80 g, after two years - 100 times more, and after another year - 5 times moreits mass. Calculate the mass of the hybrid in the third year and composegraph of its growth.

205*. The python searches for its prey even at night in pitch darkness. Guess how this happens, because it is known that snakes see and hear very poorly.

206*. There is a hypothesis that in various areas of land and water basins of the Earth, for example in Africa, certain species of dinosaurs and other ancient animals live. Justify the validity of this hypothesis or refute it.

207*. All birds are similar in some skeletal features,internal structure, reproduction, as well as the shape of the beak, legs, body, coloring. In your opinion, which signs indicate more similarity in origin, and which ones indicate similarity in lifestyle in different external conditions?

208*. It has been observed more than once: only songbird chicks that hatched and fell out of the nest died, since their parents did not pay attention to them; At the same time, the parents feed the mole rats that fly out of the nest outside the nest for the first time. Explain this phenomenon.

209*. The male partridge makes sounds similar to the barking of a dog. Sounds similar to laughter are made by eagle owls, tawny owls, and black-headed gulls. Sounds similar to the bleating of a lamb are made by the snipe, and sounds similar to the roar of a bull are made by the male bittern. Can birds pass on a “song” borrowed from other birds or animals by inheritance?

210*. Bats fly at night without touching the branches. Even if you cover their eyes, they will not be able to navigate any worse. What explains this ability to navigate? How is this phenomenon used in technology?

211*. Dolphin hunting is prohibited in many countries around the world. Express your thoughts on this matter.

212*. In the desert, the sand heats up to 60-70 ° C, and camels calmly walk on it and even lie down on the sand. Why don't camels get burns 213*. Although whales live in water, they breathe through their lungs. Despite the presence of lungs, a whale will not live even an hour if it accidentally ends up on land. Why?

214*. Small animals have the ability to reproduce quickly, and yet the number of individuals of many species remains constant on average. How can this be explained?

215*. For protozoa, carbon dioxide is not vital, and in high concentrations it is even harmful. Nevertheless, slipper ciliates always swim in the direction where there is more carbon dioxide. Why?

216*. Sometimes in some regions a blood-red “bloom” of water is observed in ponds. This phenomenon caused horror among the population in the old days, as supposedly a harbinger of war and other disasters. Find an explanation for the reasons for this phenomenon.

217*. Jellyfish surprisingly accurately “predict” a storm (theyroam near the coastal zone). Based on the principle of the “ear” of a jellyfish, a device was designed to warn of the approach of a storm. What properties of jellyfish organs help them “predict” a storm?

218*. The class of mammals consists of the most highly organ-lowered animals, but many experts consider the most"thriving" among animals at present is the class of insects. Give arguments to support this point of view.

219*. Accidentally brought from Europe to the USA, gypsy silkthe strand quickly spread over a vast territory, denuding gardens and forests, and in Europe this butterfly is less dangerous. Why?

220*. Among blood-sucking insects, the horsefly from the order Diptera stands out especially, the female of which sucks up to 200 mg of blood at a time. Horsefly bites are very painful. Explain whyCows that are severely plagued by horse flies have reduced milk yield.

221*. Gadflies from the order Diptera do not eat anything; they are even deprived of oral apparatus; They live only a few days, but the harm they cause is enormous. Explain why gadflies are dangerous enemies of farm animals.

222*. Clothes moth is a butterfly that does not have a mouth and causes great damage to furniture and clothing. A report from the textile industry in England reported that house moths consume 3,500 tons of fabrics annually. How can moths “eat” such inedible things?

223*. The famous naturalist K. Brem told an interesting story about an Arab who fell asleep on a rock. When he woke up in the morning, he found himself completely naked; overnight the insects ate all his clothes. What insects are we talking about, what biological features allow them to process fiber?

224*. The ant returned to his anthill, but the ants guarding the anthill suddenly attacked him and pulled him out of there. This went on several times. But after some time the ant entered the anthill without difficulty. Explain what happened.

225*. In the steppe, in a lake that formed from melt water, after some time fish appeared. Imagine how this could happen.

226*. In relation to the temperature regime, fish are divided intocold-loving and heat-loving. Some cold-loving fish(for example, pied, minke, broad carp) live off the coast of Antarctica - in water that is on the verge of freezing. Pre-Guess how to explain such cold resistance of these fish.

227*. If there is a very large number of tadpoles in a puddle, then after a while some of them die and remainthe fittest individuals. How to explain this phenomenon?

228*. How true is the expression “Shedding crocodile tears” from a biological point of view?

229*. Ducklings and goslings bred in an incubator cannot float in the first hours of life and quickly drown, and ducklings thatThe duck hatched and immediately began to swim. Explain this phenomenon.

230*. For a long time, scientists were sure that the main purpose of the tail in birds was to change the direction of flight (Fig. 12). This was later discovered to be incorrect. What role does a bird's tail play when flying?

231*. Wolves live in packs in winter, but foxes and lynxes do not (Fig. 13).Explain the behavior of these animals.

Fig 13

232*. The hydra can be cut into many parts, and from each one a new animal will develop. What feature of invertebrate animals is this phenomenon associated with? In what animals is it still observed?

233*. If for tens of square kilometers the water in the ocean is colored pink and purple, then the old whalers say: “Look for the whales.” Why are the whalers right?

Distribution of tasks by program topics

Program topics	№№ tasks
1. General information about the animal world	186-191,193-196,201,214
2.Animal body structure
3. Sub-kingdom of protozoa	83-87,215,216
4. Subkingdom multicellular animals. Type coelenterates.	88-94,217,231
5.Types: flat, round, annelids	95-99
6.Type of shellfish	96,100
7.Type arthropods	101-125,196,200,202,219
8.Type chordates	126-134,194,225,226
9. Class amphibians	135-146,227
10. Class reptiles	147-154,205,206,228,
11. Bird class	155-169,207,209,229,230
12.Class mammals	170-183,191,200,203,210,218,221,
13. Development of the animal world on Earth	182-185,192,201,214

To compile the collection, the following resource was used:

BIOLOGY IN QUESTIONS AND ANSWERS.

Demyankov E. N., Moscow, “Enlightenment”, 1996

Bespalova V.
Summer assignments in botany.
“Phenological observations of the growth and development of plants in the garden (vegetable garden, personal or educational experimental plot, park)”
Progress:
1. Take your first walk through the garden in early spring. Describe the state of the garden after winter and outline a plan for your observations.
2. Systematically, after two days on the third, inspect the plants and record observations in a diary.
3. Prepare a brief description of your observations and draw conclusions (no more than 1 page) (The description may be accompanied by photographs).
4. Place the most important information in the table (you can change the headings and make your own changes in the table).
Observation table
Name of fruit and berry or other crop (variety, if you know) Date of bud swelling Date of appearance of green tips of leaves;
Date of appearance of buds
Beginning of flowering Mass flowering
End of flowering Appearance of fruit ovaries
Other

Experienced Height Options
plants Home
flowering Mass flowering
Fruit ovary Mass ripening Number, weight of fruits Fruit quality Conclusions
1.
Sowing with dry seeds
2.
Sowing with soaked seeds
3.
Sowing with sprouted seeds

Provide a brief job description of no more than 1 page, including the following:
1. Name of the crop, variety of the experimental plant.
2. Agrotechnical measures.
3. Results obtained.
4. Conclusions
5. The description may be accompanied by photographs.
Summer assignments in zoology.
1. Pet monitoring
1. History of domestication of this animal species.
2. Biological and economically valuable features of this breed.
3. The history of the appearance of this animal in your home.
4. Appearance of the animal (size, body weight, color of the integument).
5. Conditions of detention:
– the room and its characteristics (area, volume, temperature, illumination, ventilation);
– walking – device, its meaning;
– room cleaning: frequency and means.
6. Feeding:
– feed, their preparation for feeding;
– biological substantiation of the feed ration;
– feeding regimen;
– feeders, drinking bowls, their arrangement.
7. The behavior of the animal, its character, habits. The importance of conditioned reflexes for caring for an animal. (What conditioned reflexes, how and for what purpose did you develop in your animal?)
8. Obtaining offspring and features of caring for them. Relationships between genders and generations.
9. Prevention measures for the most common diseases and treatment of sick animals.
10. Your relationship with the animal. Their significance for you and for him.
11. Write a report on the work done, using descriptions, sketches, photographs, and literary materials.
collection collection
SHELLFISH
To collect a collection of shells you need to go to rivers or lakes. On low sandy shores they lie ready for collection - empty, dry, clean. The collector can only pick them up and put them in the box. You will find here double flaps of toothless or pearl barley. The toothless valves are thinner than those of pearl barley. The dorsal edges of the valves, where they come into contact with one another, are even and smooth in the toothless one, and in the pearl barley there is an outgrowth on one valve - a “tooth”, and on the other valve there is a hole into which the tooth fits. Toothless live in lakes or slow-moving rivers on soft muddy soil; pearl barley is found on sandy soil in fast rivers. In gastropods, the shell looks like a convoluted tube. Most often, you will come across almost spherical-shaped meadows, in which the entrance to the shell is closed with a lid, coils - in the form of a flat spiral, pond snails - with a long, pointed shell, and some others. Pond fish and coils must be placed in boxes on cotton wool: the walls of their shells are thin and fragile. It is useful to cover the sinks with alcohol varnish.
Store elasmobranch valves in groups of 20 in a common box or on a common tray.
Secure the sinks on the screen according to the type of work first. For durability, it is better to place the screen with these sinks in a box under glass, according to the eighth type of work.
To attach to the screen, first glue a lump of cotton wool to the sink itself with wood glue; then wet this lump with glue and after that place the sink in its intended place.
In gardens and deciduous forests, it is easy to find the shells of a terrestrial gastropod - the snail. Southern snails are larger than northern ones. The Crimean grape snail is especially large.
Store the durable shells of these mollusks in a box without cotton wool.
But the shell of a mollusk is only the shell of its body. At school, it is advisable to show the mollusk itself, at least in an artificial image. Anyone who knows how to sculpt can mold the body of a mollusk to its natural size and attach it to a natural shell.
collecting a herbarium of insect damage to leaves,
Damage to foliage (gnawing, skeletonization, mining, gall formation, etc.) is dried using the same methods as when compiling herbariums. Samples of bark damage are carefully cut out and dried under a press. Samples of wood damage are cut out.
Collect leaves (30-50 pieces).
Glue the leaves in the album using glue, identify the degree of damage and the pest, divide the leaves into categories and write under the leaf.
Choose one plant and give recommendations for pest protection.
4. Work on a descriptive work. Drawing up a tentative plan
1) Where does the animal live, its breed, nickname?
2) What is it?
size (“known” - “new”);
animal color;
wool;
body shape;
eyes, nose, ears, tail;
character traits.
Accompaniment with photographs
3) Why does this animal attract me?

Department of General and Professional Education of the Chaikovsky Municipal District

Summer assignments in zoology for

7th grade students

Kalmykova Vera Viktorovna,

biology teacher, MAOU Secondary School No. 7,

PDO MAOU DO SDYUTE,

Tchaikovsky, Perm region

Tchaikovsky, 2017

Introduction

The fauna of the Perm region is amazing and mysterious, it cannot be learned from school textbooks, you can only get acquainted with it in person.

Aleksey Ivanov

A huge role in the accumulation of zoological knowledge and the formation of the education of the younger generation belongs to zoological laboratory work. Each laboratory work with a living object provides excellent material for developing aesthetic feelings and an ecological worldview. Only when working with living zoological objects do students develop observation skills, skills and abilities to define, compare, identify relationships and describe the vital processes of an organism.

The rationale for the development of this manual is the following facts:

school lessons run during the school year when:

animal activity is minimal (September – February),

unfavorable off-season conditions (October-November, April-March).

peak of tick-borne encephalitis (May);

during this period, zoological excursions are not advisable;

in the “Zoology” course, classes of oligochaete worms, bivalves, and insects are studied in late autumn and winter; at this time, it is impossible to provide students with living objects to observe and describe their life processes.

Novelty and relevance :

the manual is based on the content of the regional component (fauna of the Tchaikovsky region);

is carried out within the framework of a system-activity approach: students master subject knowledge through a system of educational tasks (laboratory tasks), which can be represented by the following algorithm: motivation - goal setting - students planning their activities - performing work, self-control - presenting results - broadcasting acquired methods of activity and knowledge;

The manual contains mandatory (laboratory report) and optional tasks (creative tasks), allowing the student to determine his own amount of homework and the degree of mastery of the stated section (individual zone of proximal development).

Scope of application of methodological material

Toolkit "Summer assignments in zoology for 7th grade students" can be used in:

institutions of additional education for children with a focus on local history by teachers of additional education,

general education schools teachers, teacher organizers, additional education teachers,

teachers of local clubs implementing local history programs.

Age of students for which the material is designed : 7th grade (13-14 years old). The material will also be available to children aged 9-1 who are interested in zoology.12 years old.

Target – students mastering new knowledge about local animals through organizing independent completion of a summer assignment in zoology.

Tasks :

to awaken students’ interest in learning about their small homeland;

form and develop in seventh-graders the ability to independently organize observations of animals;

to practice techniques for recording observations with students.

Specific results:

85 - 90% of 7th grade studentswill complete the required part of the summer assignment(5 laboratory works; get acquainted with the external structure, adaptations and some life processes of 5 animals of the Tchaikovsky district);

3-5% of students will complete the entire summer assignment;

more than 60% Students will be motivated to take zoology lessons.

Theoretical part

Scientific and pedagogical rationale for the content of the manual

Until 2015, the author of this manual had no idea that instructor cards for laboratory assignments for the summer period in zoology were difficult to find in specialized literature and on the Internet. In the works of Russian authors: I.V. Izmailova, V.E. Mikhlina (2003) B.E. Raikova, M.N. Rimsky-Korsakova (2014) provides an excellent description of biotopes and animals, but there are no instructor task cards.

The following works were found on the Internet:

with downloaded instructor cards from textbooks from 1980, which were also illiterately designed (Trunova, 2001),

without a structured technical specification (Sonin, 2015): “Choose any topic that interests you about any animal (domestic or wild, large or small: animals, birds, insects, arachnids, mollusks, worms, etc.). Watch your chosen animal! Next, formalize your observations in the form of a research paper, abstract, or computer presentation.»

Only inUMK "Sphere" of the author's teamL.N.Sukhorukova,V.S.Kuchmenko,E.A.Vlasova (2015) 2 well-designed summer instructor cards were found:

№ 2 Study of the structure, behavior and soil-forming activity of earthworms;

№ 6 Anthill as a model of ecological connections.

Based on the above, it was decided to develop 5 laboratory works for the summer period:

№ 1. External structure and vital activity of an earthworm.

№ 2. External structure and vital activity of the mollusk.

№ 3. External structure and vital activity of the insect.

№ 4. External structure of the fish.

№ 5. External structure of the bird.

The thematic choice of laboratory work was not accidental:

these facilities are available in the summer;

This group of animals is easy to observe in their natural habitat (even fish fry in the reservoirs of the Tchaikovsky district).

The effectiveness of the teaching aid “Summer assignments in zoology for 7th grade students” has been significantly increased by including in it an optional part of the assignment aimed at solving creative problems (Table 1). Creative tasks were taken from the collection of A.I. Nikishova (1995). A creative task is understood as a problem:

with vaguely defined conditions;

containing some kind of contradiction;

allowing not one solution, but a series of answers, often interrelated.

Solving non-standard problems in biology requires the use of various knowledge in this area and contributes to the formation of the creative potential of the individual.

Table 1.

Contents of the summer assignment:

compulsory, laboratory work, implementation methods: n observation, description, measurement;

optional (at the request of students), solving creative problems,implementation methods: analysis, synthesis, generalization, abstraction,comparison,classificationand systematization

Subjectivity of the methodological tool

When completing a summer assignment, students gain and consolidate knowledge about the external structure of an animal, its adaptations to its environment and life processes.

Meta-subjectivity of the methodological tool

When completing a summer assignment, students acquire skills and practice:

independent organization of animal observations,

search and selection of information sources to solve assigned problems,

working with instructions, reference and fiction literature,

a schematic representation of a living object to identify the main and secondary features of the structure of animals from drawings,

collapse and expand information when describing life processes,

specification of information, comparison, generalization and identification of cause-and-effect relationships,

creating your own text reports on laboratory work,

analysis of the application of knowledge in a non-standard situation.

Taking into account the requirements of the Federal State Educational Standard for basic general education, summer assignments in zoology contribute todevelopment of the following personal results in students:

developing students’ independent work skills as the foundation of self-education:

setting deadlines for summer assignments,

a responsible approach to determining the scope of the summer assignment: completing the mandatory and optional parts;

selecting and finding an object for laboratory work,

presenting a report of completed summer assignments for assessment,

development of thought processes:

comparison of facts and phenomena being studied,

definition of an object, its structural parts,

identifying relationships between observed phenomena,

solving non-standard problems,

identification of skills that developed during laboratory work.

The author of the manual hopes that the knowledge and skills acquired by students during the summer assignment in zoology will become the property of their personal experience, the foundation for understanding the complex and fragile animal world.

Practical part

The methodological guide “Summer assignments in zoology for 7th grade students” has been tested for 2 years.

In the 2015-2016 academic year, the quality of implementation of this manual was very low, since the implementation of summer assignments was not in the students’ system (this parallel, students were not assigned to make a herbarium in the 5th grade for the summer) and schoolchildren considered them unnecessary. Therefore, since 2015:

each class began to receive summer assignments;

homeroom teachers received advice about the format of the summer assignment and the importance of completing it; they were provided with an electronic version of the summer assignment to upload it to conversations and class groups on the social network “VKontakte”;

6th grade parent meetings were attended where parents were informed about the upcoming summer assignment.

The algorithm for implementing the summer task can be presented in the following sequence:

Preparatory stage :

March-April - the teacher builds cooperation with class teachers and attends parent-teacher meetings in order to inform parents of students about the summer assignment (hereinafter referred to as LZ);

May – the teacher conducts an excursion “Plant Communities”, during which he motivates students to complete LPs in zoology; advises students on summer assignments; schoolchildren get acquainted with the upcoming LP, receive advice on its organization and implementation.

Main stage:

June-August – the teacher advises students on LP through the social network “VKontakte” and in person; 7th grade students plan their activities, set deadlines and scope for completing LPs, carry out LPs: find objects for laboratory work, determine sources of information for solving assigned tasks, monitor their activities, prepare a report of completed LPs for evaluation.

The final stage:

September – the teacher evaluates students’ reports on LP, analyzes the work, organizes an exhibition of students’ creative works, encourages students whose work is completed at a high level; 7th grade students get acquainted with the exhibition of creative works, compare their received educational product with those presented, and are happy if their works were noted;

October-March – the teacher introduces students to the answers to creative problems while studying the relevant thematic sections; schoolchildren analyze their solution to the problem presented;

November – the teacher organizes and conducts laboratory work “External and internal structure of the shrimp” (Type Arthropods, class Crustaceans) in order to identify the acquired methods by students during the implementation of the LS; 7th grade students transfer acquired methods: observing objects, working with instructions, schematic representation of a living object

Summer Assignment Grading

All laboratory work (a required part of the summer assignment) is graded on a five-point system.

Rating "5" is given if the student:

completed the work without errors or omissions;

completed the work completely, but made no more than one minor mistake and one omission.

Rating "4" is given if the student completed at least 75% of the work correctly or admitted:

no more than two gross errors;

or no more than one gross and one non-gross error and one omission.

Rating "3" is given if the student completed at least 50% of the work correctly or admitted:

no more than two or three minor mistakes;

one minor error and three shortcomings.

Note.

The teacher has the right to give the student a grade higher than that provided for by the standards if the student completed the work in an original way.

Each task (optional part of the summer assignment), depending on the volume and depth of its solution, is scored in points (from 0 to 10). The points are then transferred to the system:

rating "5" - 10 points,

rating "4" - 8 points,

rating "3" - 6 points,

the remaining points remain bonus points and are taken into account when assigning marks for the following tests in zoology.

Based on the results of checking the summer assignment, the number of students was determined:

who have completed the mandatory part of the summer assignment;

who have fully completed summer assignment;

with formed motivation for zoology lessons.

The presence of students' motivation for zoology lessons was determined by the method of pedagogical observation during September according to the following criteria:

is active during the lesson: clarifies, is interested in living organisms from laboratory work, is ready to support the discussion;

demonstrates empathic listening (experiences during a story or demonstration of an object).

The obtained data was processed mathematically:

2015-2016 academic year year:

total coverage of participants (A) – 62 people,

Those who have completed the mandatory part of the LP (B)

B / B x 100% / A) = 30 people / 48.3%

number of 7th grade students,who have fully completedLZ (S)

C / C x 100% / A = 0

zoology lessons( D)

D / Dx 100% / A = 12 people. / 19.35%

quality of completed work assignments (rated “4” and “5”) (F)

F / F x 100% / A) = 27 number of works / 43.5%

2016-2017 academic year year:

total coverage of participants (A) – 127 people,

number of 7th grade students,who have completed the mandatory part of the LP

B / B x 100% / A) = 125 people / 98.4%

number of 7th grade students,who have fully completedLZ

C / C x 100% / A) = 5 people. / 3.9%

number of students with formed motivation tozoology lessons

D / Dx 100% / A) = 81 people. / 63.7%

quality of completed work assignments (rated “4” and “5”)

F / F x 100% / A) = 119 number of works / 93.7%

From the presented data it follows that a well-organized preparatory stage of the implementation of the summer assignment allows students to become as familiar as possible with the form of the summer assignment in zoology:

the indicator “number of 7th grade students,who completed the mandatory part of the summer assignment,”

the indicator “k” increased 3 timesnumber of students with formed motivation tozoology lessons."There were students who began to completely complete the summer assignment,

The quality of reports on summer assignments increased by 2.16 times.

Didactic part

Summer assignment.

Dear friends,I am sending you the algorithm for laboratory work No. 1-5. Attention, this part of the task is mandatory!Sketches, photographs, your observations will increase the level of your laboratory work andwill be able to help you collect material for the transfer exam in zoology in the form of a research paper if you are interested in this subject.

After each laboratory work there are creative questions (an optional part of the assignment). It is designed for curious students and those who want to develop their thinking processes.

Wish you luck!

Laboratory work No. 1.

External structure and vital functions of an earthworm.

Target: using observation, study the external structure of the earthworm and become familiar with some of its life processes.

Progress

1. Consider an earthworm. Determine his body shape. Use a ruler to determine its dimensions.

2. Sketch an earthworm. In the figure indicate:

ring-segments,

belt (large thickening),

anterior (more pointed) end of the body with a mouth opening,

the posterior (blunter) end of the body with the anus, through which undigested parts of food are removed from the body,

dorsal (convex) part of the body,

abdominal (flat) part of the body.

3. Gently run your finger along the ventral or side of the worm's body from the back to the front end (you will feel the touch of the bristles). Use a magnifying glass to examine the location of the bristles on the worm's body.

4. Pay attention to the worm's skin. Determine whether it is dry or wet? What do you think is the significance of such skin and such bristles for the life of a worm in the soil?

5. Observe the movement of the worm on glass and on rough paper. Describe this process. What role do the bristles play in this?

6. Touch the stick to different parts of the earthworm's body. How does a worm react to rods touching its body?

7. Observe and describe how an earthworm moves in the ground.

8. Observe and describe how an earthworm creates burrows in the ground.

9. Observe and describe how and what an earthworm eats.

10. Indicate the most interesting facts from the life of an earthworm.

Questions for those who have developed an interest in earthworms (this part of the task is optional).

Why do we see so many earthworms when it rains?

What happens to earthworms when there is a drought?

If you pour water on an earthworm, will its activity increase or not? Why?

What reaction will the earthworm have if half an onion is placed nearby (be careful not to cause a chemical burn, the onion should not come into contact with the body of the worm)?

What reaction will an earthworm have if a lid filled with milk is placed next to it (attention, the lid with milk must be at the same level with the ground)?

Laboratory work No. 2.

External structure and vital functions of the mollusk.

Target: using observation, study the external structure of the mollusk and become familiar with some of its life processes.

The following types of mollusks are often found in the Chaikovsky region:

Gastropods ( the body consists of a head, torso, legs; have a spirally twisted shell).

Coil. All whorls of a mollusk shell are located in the same plane. Coil - inhabitant of Zavyalovsky, Zarinsky reservoirs and Green Lake in Tchaikovsky

Prudovik - inhabitant of Zavyalovsky, Zarinsky reservoirs and Green Lake in Tchaikovsky

Slug - a mollusk withoutshells, inhabitant of meadows, vegetable gardens, forests, agricultural pest.

BIVALVES ( the body consists of a torso, legs; have a shell consisting of two valves).

Dreissena is an inhabitant of the Kama River.It has a byssal gland, thanks to which it secretes thin byssal filaments, due to which it is firmly attached to the substrate. Causes damage by impeding the movement of ships and interfering with the operation of hydroelectric power plants. Filter.

Progress

1.Look at the mollusk. Determine his body shape. Use a ruler to determine its dimensions.

2. Sketch a mollusk and write its name. In the figure indicate:

apex (most elevated part) of the shell,

growth rings (dark curved lines delimiting the annual growth layers of a mollusk shell),

leg,

body,

stratum corneum (outer layer of the shell),

If you have gastropod

mouth (the opening from which the mollusk carries the body),

curl (one turn of the shell),

head,

tentacle,

eyes,

mantle.

If you have a bivalve mollusc

• doors,

  anterior end (pointed end of the shell),

  posterior end (blunt end of shell),

  outlet siphon (located near the place where the shells are attached at the front end),

  inlet siphon (located near the outlet siphon, but further from the place where the shells are fastened at the front end),

***if the mollusk is alive, then you can examine the mantle and gills and label and label them in the picture;

***if the mollusk is dead, then on the inside of the shell in the area of ​​​​the fold of the valves you can see worn spots from the closing muscles, which ensure the closure of the shell and the mother-of-pearl layer; sketch and note:

places of attachment of the adductor muscles, pearlescent layer.

3. Using the growth rings, determine the age of the mollusk.

4. Observe the movement of the clam. Describe the movement process of this animal.

5. Gently touch different parts of the mollusk’s body with a stick: shell, leg. How does an animal react to sticks touching its body?

6. Observe and describe how and what the mollusk eats.

7. Write the most interesting facts from the life of this mollusk.

Conclusion (what skills did you develop in this lab?)

Questions for those who are interested in mollusks and want to develop their thinking processes (this part of the task is optional).

The slug has a reduced shell with growth rings. Suggest options for how to determine his age?

A large pond snail can stay at the surface of a reservoir for a long time, holding onto the film of surface tension of the water with its sole. If you gently push the mollusk so that it sinks into the water, you will see the animal float to the surface again. How can this be explained?

The salivary glands of some predatory gastropods that feed on other mollusks contain free 2-4% sulfuric acid, which makes it easier for them to obtain food. How do carnivorous mollusks use acid?

Some species of herbivorous snails that live in arid steppes and semi-deserts hibernate during the summer. Mollusks attach themselves at the mouth of the shell to plant stems or objects, sealing the entrance to the shell with a film of hardened mucus and lime. What is the significance of this seasonal behavior of snails?

From the pool in which edible oysters are grown, water is drained from time to time, developing a protective reaction in the mollusks to drainage. What significance can the protective reaction developed by mollusks have for their economic importance?

In Holland and England, they consume up to 12 kg per capita per year. edible bivalves, they stopped catching mussels and oysters that live in shallow waters off the coast for these purposes. The meat of these mollusks, from previously edible, became poisonous. Explain why and how this happened?

In the body of the giant tridacna there are small tubercles of completely transparent cells that gather and conduct light deep into the tissues of the animal. Under these tubercles and in the stomach of the tridacna there are zooxanthellae (microscopic green algae). What is the significance of the cohabitation of zooxanthellae and tridacna?

Laboratory work No. 3.

External structure and vital activity of the insect.

Target: using observation, study the external structure of the insect and become familiar with some of its life processes.

Progress

1.Look at the insect. Indicate its habitat.

2. Sketch and label the name of the insect. In the figure indicate:

• head,

  breast,

  abdomen,

  wings,

  mustache,

  eyes,

  limbs.

3. Based on Fig. 1. determine the type of oral apparatus of the animal.

Rice. 1. Types of insect mouthparts.

4. Based on Fig. 2. determine the type of insect antennae.

Rice. 2. Types of insect antennae.

5.Based on Fig. 3-4. determine the type of limbs of the animal.

Rice. 3. Types of insect limbs.

Rice. 4. Types of insect limbs: a – walking, b – swimming, c – jumping,

d – grasping, e – suction, f – collecting, g – running,

h – digging.

6. Observe the movement of the insect. Describe this process.

7. How does an insect form its home?

6. Observe and describe how and what this animal eats.

7. Write the most interesting facts from the life of this insect.

Conclusion (what skills did you develop in this lab?)

Questions for those who are interested in insects and want to develop their thinking processes (this part of the task is optional).

The honey bee is classified as a pet, but the red cockroach or clothes moth is not. How can this be explained, since the red cockroach and clothes moth live in human houses, and bees live in apiaries?

The swimming beetle breathes atmospheric air and from time to time rises to the surface of the water - it renews the air. How can you explain that the beetle floats on the surface of the water with the back end of its body up and its head down? How does it pick up air at the surface of the water?

Water striders move quickly along the surface film of water, catching various small insects on which they feed. Why don’t the legs of water striders break through the surface film of water even when these animals jump up when catching prey?

Why don’t butterflies, bees, and beetles molt as adults?

The silkworm butterfly does not feed as an adult. Her mouth organs are not developed. How do these insects live without eating?

Before pupation, the cabbage butterfly caterpillar crawls onto fences and outbuilding walls and turns into pupae. Some caterpillars do not turn into pupae: some kind of golden oblong cocoons appear near them, and the caterpillars themselves die. How can such a phenomenon be explained?

Laboratory work No. 4.

External structure of the fish.

Target: using observation, study the external structure of the fish and establish its adaptations to the aquatic environment.

Progress

1.Look at the fish. Indicate its habitat.

2. Sketch and label the name of the fish. In the figure indicate:

• head,

  torso,

  tail,

  mouth,

  eyes,

  nostrils,

  dorsal fin, pectoral fins,

  ventral fins,

  caudal fin,

  gill cover,

  scales,

  side line.

3. What functions do the fins perform: dorsal, pectoral, ventral, caudal?

4. Describe the nature of the movement of fish in water.

5. What features and mechanisms allow fish to swim?

6. Observe and describe how and what the fish eats.

Conclusion (what skills did you develop in this lab?)

Questions for those who are interested in fish and want to develop their thinking processes (this part of the task is optional).

In some ocean fish, daily activity is as follows. They spend half the day in the upper layers of water, rich in oxygen, where they hunt. At night they go downstairs. But the lower layers of water are poor in oxygen. How do fish breathe there?

Hedgehog fish has a small volume. If danger threatens, this fish increases its volume (“inflates”) and protrudes numerous spines that previously fit tightly to the body. This is what her threatening pose looks like. Offer hypotheses about how she does this.

The little fish has many enemies, but it has nothing to defend itself with. The only thing they have are numerous flocks and a small, sharp muzzle. Suggest options for protecting this small fish.

How did Stone Age people fish on the coastal strip without nets and fishing rods?

Suggest a method of hunting a shark based on its physiological characteristics known to you.

It turns out that piranhas do not attack any animals that enter their pond. Why do they attack some and not others?

The wrasse fish found on the Great Barrier Reef live in schools. Flocks have a rigid hierarchical structure: the male dominates, he has several females, who also form a hierarchical ladder, and so on. A real harem - a sultan and many wives - from the eldest to the youngest. There are no other males in the harem pack. When the dominant male disappears, the unmanaged pack may die. But this still does not happen, the flock does not die or disintegrate. Why?

Laboratory work No. 5.

External structure of the bird.

Target: using observation, study the external structure of the bird and establish its adaptations to the air habitat.

Progress

1.Look at the bird. Indicate its habitat.

2. Sketch and label the name of the bird. In the figure indicate:

head,

torso,

tail,

beak,

mandible,

eyes,

nostrils, ear opening (only attentive observers can see),

wings,

legs,

tarsus,

claws,

feathers.

3. What functions does the feather cover of a bird perform?

4. Describe the flight pattern of the bird.

5. What features and mechanisms allow a bird to fly?

5. How does this animal behave in times of danger?

6. Observe and describe how and what the bird eats. Does she peck stones or

iron small objects?

7. Write the most interesting facts from the life of this animal.

Conclusion (what skills did you develop in this lab?)

Questions for those who are interested in birds and want to develop their thinking processes (this part of the task is optional).

Some large seabirds can “accompany” motor ships in the seas, chasing them for a long time. Why?

The Arabians did not know where cinnamon grew. But they knew that large birds bring dry strips of cinnamon bark into their not very strong nests, made of clay. These nests are located on mountain heaps, where humans are unable to reach. What trick did the Arabians come up with to get cinnamon from birds' nests?

Propose a series of experiments confirming the orientation of birds in flight by the sun (stars, Earth’s magnetic field).

How does a cuckoo lay its eggs in the nests of other birds?

There is a legend about how to the Valley of Diamonds near Golconda inIVcentury BC The soldiers of Alexander the Great approached. But the treasured place was guarded by poisonous snakes, and it was impossible to go down there. Then the commander ordered pieces of fatty meat to be thrown down. The diamonds stuck to them, and the tamed eagles, gliding down, grabbed them and laid them at the feet of the king of Macedonia. Find a biological error in this legend.

In a moment of severe shock, a hazel grouse (for example, if it is attacked by a hawk) feathers fall out profusely. How can this be explained?

The African ostrich has a long neck and long legs, while the penguin has short neck and legs. How can such differences in the structure of an ostrich and a penguin be explained?

Swifts are the last to arrive at their nesting sites and the first to fly away for the winter. Rooks are the first to arrive in the spring and the last to wintering areas. How can we explain the differences in the timing of arrival and departure of birds?

Literature used in compiling the teaching manual

Izmailov I.V., Mikhlin V.E. Biological excursions. – M.: Education, 2003. p.217

Raikov B.E., Rimsky-Korsakov M.N. Zoological excursions. – M.: Topikal, 2014. p. 375.

Trunova L. B.Methodological recommendations for conducting laboratory and practical classes in zoology.[Electronic resource], / Electron. methodological recommendations – Michurin: 2001. - - Access mode: free. - Cap. from the screen. - Yaz. rus.

SukhorukovL.N., KuchmenkoV.S., VlasovaE.A.Biology. Diversity of living organisms. // textbook for 7th grade.- M.:Education,2015. – 302 p.: ill.

Literature for students

With.179.

p.160.

With.342.

Brovkina E.T., Sivoglazov V.I. Atlas of native nature. Animals of reservoirs and coasts: A textbook for primary and secondary school students. – M.: Egmont Russia, 2001.With. 6-31.

Zinoviev E.A., Ovesnov S.A., Perevedentseva L.G., Shepel A.I. Treasures of the Perm region: Through the pages of the Red Book of the Perm region.- Perm: Book World, 2005. P.19-68.

Zinoviev V.A., Yushkov R.A., Voronov G.A., Litvinov N.A. Animals of the Kama region: Textbook. - BookII. - Perm: Book World, 2001. P.37-53.

WITH.79-222.

Kozlov M.A., Oliger THEM. School atlas-identifier of invertebrates. - M.: Education, 1991. p. 5-31.

Lasukov R. Inhabitants of reservoirs. - M.: Rolf, 1999. p. 22-100.

WITH. 78-79.

M.: Topikal.1994. With. 9-420.

With. 375.

Shurakov A.I., Voronov G.A., Kamensky Yu.N. Animal world of the Kama region. - Perm, 1989. p. 10-58.

Big country: Perm region [Electronic resource] / Electronic. article - Perm: 2010. - Access mode:http://www.bigcountry.ru/page1.php?idm=83, free. - Cap. from the screen. - Yaz. rus.

Literature for teachers

Aleksevnina M.S. , Voronin Yu.K., Gorelikova N.M. Animals of the Kama region. – In 3 volumes. T. 1. – Perm.: Book World, 2001.With.179.

Basharin V.N., Basharina A.G., Nikitina V.V. The zoo is in your book. – Kharkov: Service, 2009.p.160.

Brem A.E. Life of animals. In 3 volumes. T. 3. – M.: Terra, 2008.With.342.

Izmailov I.V., Mikhlin V.E. Biological excursions. – M.: Education, 2003.WITH.79-222.

Concepts of modernization of Russian education for the period until 2020 // Vneshkolnik, 2014, 93, No. 11, p. 4-7.

Molis S.A. Book for reading on zoology. – M.: Education, 1981.WITH. 78-79.

Nikishov A.I. Didactic material on zoology. Methodological manual for teachers and students. – M.: “RAUB” “Citadel”, 1995. p.174

Oliger I.M., Kozlov M.A. School atlas-identifier of invertebrates. –M.: Education, 1991. – p. 207.

Panfilov D.V. In the world of insects. – M.: Timber industry, 1977.- p. 71-72.

Plavilshchikov N.N. Insect guide: A brief guide to the most common insects of the European part of Russia.M.: Topikal.1994. With. 9-420.

Raikov B.E., Rimsky-Korsakov M.N. Zoological excursions. – M.: Topikal, 2014.With. 375.

Kheisin E.M. A brief guide to freshwater fauna. M.: State educational and pedagogical publishing house of education of the RSFSR, 1962. 148 p.

Test and creative control tasks in zoology

8th grade*

Class Crustaceans

1. Arthropods are the largest phylum of animals in terms of the number of species. (+)
2. The crayfish's body is divided into 3 sections: head, chest and abdomen.
3. Crustaceans have 3 pairs of legs.
4. The body of crustaceans is covered with a chitinous covering, which serves as an exoskeleton. (+)
5. The circulatory system of crustaceans is closed.
6. The heart of crustaceans is multi-chambered.
7. All crustaceans lead an aquatic lifestyle.

Please indicate the correct answers

1. The class of crustaceans includes:

a – crabs; (+)
b – Nereids;
c – wasps;
d – earthworms;
d – mosquitoes;
e – slugs;
g – shrimp; (+)
h – lobsters; (+)
and – squid.

2 . Crustacean circulatory system:

a – closed;
b – open. (+)

3 . Nervous system of crustaceans:

a – diffuse type;
b – ladder type;
c – nodal. (+)

4 . The crayfish stomach consists of:

a – from one department;
b – from two sections. (+)

Biological tasks

1 . The chitinous cover of arthropods does not allow gases or water to pass through. How is gas exchange between the body and the external environment carried out under such conditions?

2 . Crayfish, lobster, and lobster each have 5 pairs of walking legs. What other types of legs do these animals have? What functions do they perform?

3 . Any arthropod animal sheds. Crayfish, for example, molt 6–10 times in the first year of life, 5 times in the second, and 3–4 times in the third. An adult male crayfish usually molts 2 times a year, and a female – 1 time. Daphnia molt 8 times within 17 days. What is the reason for the large number of molts in young crayfish?

4 . The nervous system in arthropods, like in annelids, consists of the suprapharyngeal and subpharyngeal nerve nodes, forming the peripharyngeal nerve ring, and the nodes of the ventral nerve chain. Are there differences in the nervous systems of arthropods and annelids? If any, which ones and what are they related to?

5 . When catching crayfish and crabs, you come across individuals with one claw much smaller than the other. How can such a phenomenon be explained?

6 . Crayfish dried for collection retain their shape and body size. Dried spiders and insects shrink and decrease in size. How can this be explained?

Class Arachnida

Choose the correct statements

Please indicate the correct answers

1 . Arachnids include:

a – daphnia;
b – karakurt; (+)
c – shrimp;
d – scabies itching; (+)
d – bullfly;
e – dog tick; (+)
g – silver spider; (+)
h – Scorpio; (+)
and – bull tapeworm.

2 . Development in spiders occurs:

a – with transformation;
b – without transformation; (+)

3. The circulatory system of arachnids:

a – closed;
b – open; (+)
c – absent.

4 . Digestion in arachnids occurs:

a – in the stomach;
b – in the external environment;
c – in the external environment and in the stomach. (+)

Biological tasks

1 . Observation of the behavior of a spider shows that it jumps out of its hiding place and quickly moves towards a fly entangled in a web only if the fly is of medium size. If the fly is small, the spider often does not pay attention to it. How does a spider know the size of its prey?

2 . Of all the arthropods, the highest in the mountains are small black spiders belonging to the family of jumping spiders. In the Himalayas they were found at an altitude of 6600 m, i.e. 1500 m above the snow line - higher than the most undemanding plants can live. How do mountaineering spiders survive in these extreme conditions?

3 . There are 6 pairs of limbs on the spider's cephalothorax. Of these, 4 pairs serve as walking legs. What are the functions of the other limbs, what are they called?

4 . Among arachnids there are animals with which an agronomist, a doctor, and a veterinarian deal. What arachnids are these? Why do people of different specialties show interest in them?

5 . In autumn you can often see spiderlings flying in the air. How and where do spiderlings fly?

6 . Spiders have simple eyes, but many ticks do not. Why have so many ticks lost their eyes?

Class Insects

Choose the correct statements

1. Spiders, like lice and fleas, are wingless insects.
2. Insects live not only on land, but also in water. (+)
3. All flying insects have two pairs of wings.
4. Along with compound eyes, a number of insects also have simple ones. (+)
5. Insects, like crustaceans, have 2 pairs of antennae.
6. Insect antennae can be feathery, fan-shaped, filamentous, etc. (+)
7. Insects living in water have developed gill breathing.
8. The excretory organs of insects are the Malpighian vessels. (+)
9. The blood of insects flows only through blood vessels.
10. All insects that develop from eggs go through the larval and pupal stages.
11. Insects emerging from the pupa grow and molt several times.
12. The insect class is the most numerous of all animal classes. (+)

Distribute the named representatives of the class of insects into orders

Insects : honey bee; bull gadfly; aphid; water strider; bullfly; admiral; locusts; grasshopper; wasp; apple flower beetle; codling moth; wood bug; common mosquito; mole cricket; trichogramma; cabbage whites; white ichneumon rider; ground beetle; large rocker.

Units : Coleoptera, Diptera, Lepidoptera, Orthoptera, Hymenoptera, Hemiptera, Homoptera.

Please indicate the correct answers

1 . The body of insects consists of:

a – cephalothorax and abdomen;
b – head, chest and abdomen. (+)

2 . Insects have:

a – 4 pairs of legs;
b – 3 pairs of legs. (+)

3 . Most insects have wings. Their quantity:

a – two pairs;
b – one or two pairs; (+)
c – one pair.

4 . Insect wings are attached to:

a – chest and abdomen;
b – breasts; (+)
c – cephalothorax and abdomen;
d – cephalothorax.

5 . Insects with complete metamorphosis molt:

a – at the larval stages of development; (+)
b – at the stages of larvae and adult insect.

6 . Insect circulatory system:

a – closed;
b – open. (+)

7 . The heart of insects is located:

a – on the dorsal side of the body above the intestines; (+)
b – in the ventral side of the body under the intestines;
c – under the subpharyngeal nerve ganglion.

8 . Excretory organs in insects:

a – Malpighian vessels;
b – kidneys;
c – pulmonary sacs;
d – Malpighian vessels and fat body. (+)

9 . The female cockchafer lays eggs:

a – into the soil; (+)
b – on birch leaves;
c – into rotten stumps;
d – in leaf litter.

10 . The development of the cockchafer from egg to adult beetle lasts:

a – 1 year (from May to May);
b – 2 years;
c – 4–5 years. (+)

11 . Adult cockchafers live:

a – from May to September-October;
b – about a month; (+)
c – several years.

12 . Adult chafers emerge from pupae:

a – in autumn, and then overwinter in the soil until spring; (+)
b – in the spring with the appearance of leaves on birch trees.

Biological tasks

1 . The seven-spotted ladybug, Colorado potato beetle and some other insects are brightly colored. What is its significance? Does this coloring always help them?

2 . Before planting cabbage, a good gardener carefully weeds out wild cruciferous plants, although they are happily eaten by cabbage white caterpillars. Justify the correctness of his actions.

3 . One female housefly lays up to 120 eggs, and during the summer 7 generations of flies appear, half of which are females. We will take April 15 as the beginning of the first clutch and assume that the female fly develops enough in 20 days that it lays eggs itself. Count how many flies will be born in 7 generations (April 15, May 5, June 14, July 5, July 25, August 13, September 1).

4 . Ten Colorado potato beetles eat 2000 cm2 of potato leaves within 30 days. During its development, one larva eats approximately 50 cm2 of potato leaves. Calculate how much leaf area will be eaten by 1000 Colorado potato beetles? How many Colorado potato beetle larvae can destroy such an area of ​​potato leaves?

5 . A flea 3 mm long can jump to a height of 20 cm, and the distance from the starting point to the landing point is up to 35 cm. Calculate to what height a person 170 cm tall could jump, and what distance he could cover in a jump if would he be as good a jumper as a flea?

Features of the structure and life of fish

Choose the correct statements

1. All fish have a streamlined body shape.
2. The body of most fish is covered with scales. (+)
3. The skin of fish has glands that secrete mucus. (+)
4. The fish uses its pectoral fins as oars when moving.
5. Fish eyes do not have eyelids. Pisces sleep with their eyes open. (+)
6. There are fish that retain their notochord throughout their lives. (+)
7. The circulatory system of fish is not closed.
8. The heart of fish consists of two sections: the atrium and the ventricle. (+)
9. In fish, the blood in the atrium is venous, and in the ventricle it is arterial.
10. All fish have a swim bladder.
11. The excretory organs of fish are the kidneys. (+)

Please indicate the correct answers

1 . Fish belong to the type:

a – chordless;
b – hemichordates;
c – chordates. (+)

2 . Most fish belong to the class:

a – bony fish; (+)
b – cartilaginous fish;
c – lancelets.

3 . Paired fins include:

a – only chest ones;
b – abdominal only;
c – thoracic and abdominal. (+)

4 . The dorsal fin of a river perch performs the following functions:

a – creating body stability when moving;
b – protection from predators;
in – both. (+)

Biological tasks

1 . The body of fish is very diverse in shape: in bream it is high, strongly compressed from the sides; in stingrays - flattened in the dorso-ventral direction; in sharks it is torpedo-shaped; in needle fish it is needle-shaped. In connection with what could fish develop such structural features?

2 . Most modern fish have skin covered with scales. What are the advantages of such a cover compared to the body covers of invertebrate animals known to you?

3 . To combat malaria in the 1930s, a small fish, Gambusia, was brought into our country and released into water bodies. Why did this particular fish attract the attention of zoologists?

Class Amphibians

Choose the correct statements

1. Male frogs have eardrums that swell when they croak.
2. The skin of toads is partially keratinized. (+)
3. Newts live in water and breed on land.
4. Among amphibians, the largest animal is the Nile crocodile.
5. The skeleton of amphibians lacks a rib cage. (+)
6. The eyes of amphibians have movable eyelids. (+)
8. All amphibians have swimming membranes between the toes of their hind legs.
9. The bulging eyes and nostrils of amphibians are located on a hill, which helps them, without leaving the water, to breathe and navigate in the surrounding space. (+)
10. The eyes of many amphibians help push captured food into the throat. (+)
11. The heart of tailless amphibians is three-chambered, while that of tailed amphibians is two-chambered.
12. The tadpoles of frogs and toads have a two-chambered heart; their blood flows through one circulation. (+)

Please indicate the correct answers

1 . In the cervical spine of amphibians:

a – 3 vertebrae;
b – 2 vertebrae;
c – 1 vertebra. (+)

2 . The forebrain of amphibians compared with the same fish:

a – larger, divided into two hemispheres; (+)
b – larger, but without division into hemispheres;
c – has not undergone any changes.

3 . The amphibian hearing organ consists of:

a – inner ear;
b – inner and middle ear; (+)
c – inner, middle and outer ear.

Biological tasks

1 . A frog on land moves by jumping. Why can't a newt move like that?

2 . Green and brown frogs have a protective body color. Tree frogs change their color: on tree leaves they are green, on tree trunks they are brown. How can we explain that salamanders, fire-bellied fire frogs, and tropical dart frogs have bright colors (or contrasting spots) that are easily visible?

3 . The green frog gets 49% of its oxygen through the lungs. How does her body get another 51% of oxygen?

Class Reptiles

Choose the correct statements

1. The body of reptiles is covered with horny scales or horny plates. (+)
2. All reptiles, with the exception of snakes, are four-legged animals.
3. Reptiles lay eggs covered with a leathery shell or calcareous shell. (+)
4. Fertilization in reptiles is external.
5. The tongue of lizards and snakes functions as a sting.
7. All reptiles swallow food whole.
8. The ancestors of snakes had legs. (+)
9. All reptiles have movable upper and lower eyelids.
10. The turtle's shell is fused to the spine and ribs. (+)
11. The heart of reptiles, except crocodiles, has four chambers.
12. Among reptiles there are viviparous species. (+)

Please indicate the correct answers

1 . Compared to amphibians, reptiles:

a – a less numerous and widespread class of vertebrates;
b – a more numerous and widespread class of vertebrates; (+)
c – there are no particular differences in the number of species and breadth of distribution.

2 . Reptile skin:

a – has sebaceous glands;
b – dry (without glands); (+)
c – has glands that secrete mucus.

3 . The heart of reptiles:

a – three-chamber;
b – four-chamber;
c – three-chambered, except for crocodiles (they have four-chambered). (+)

4 . In reptiles:

a – one circle of blood circulation;
b – most have one circle of blood circulation, crocodiles have two.
c – two circles of blood circulation. (+)

5 . The spindle and the yellow-bellied are:

a – lizards; (+)
b – non-venomous snakes;
c – poisonous snakes.

Biological tasks

1 . The skin of reptiles is dry and has a continuous horny covering. What assumption can be made about the respiratory organs of these animals and why?

2 . The yellowtail sleeps with its eyes closed, and snakes and vipers sleep with their eyes open. How can this be explained?

3 . In chameleons, the left and right eyes move independently of each other and can rotate 180° horizontally and 90° vertically. Why did chameleons develop such visual features?

4 . One day, schoolchildren found a dead lizard, picked it up and began to pull it by the tail. However, the tail did not break off. Why?

5 . The distribution area of ​​the viviparous lizard extends further to the north compared to the distribution area of ​​the sanding lizard. What is this connected with?

Features of the structure and life of birds

Choose the correct statements

1. All birds are capable of flight.
2. The keel, like an outgrowth of the sternum, helps cut through the air during flight.
3. Birds usually have 4 toes on their feet: 3 pointing forward and one pointing backward. (+)
4. Food from the esophagus enters the muscular and then the glandular stomach.
5. Down and down feathers are one and the same.
6. In birds that fly away, the muscles that raise the wing are more developed.
7. The skin of birds is thin, dry, practically devoid of glands. (+)
8. Penguins, although they do not fly, also have a keel. (+)
9. The main importance of air sacs is to reduce friction between internal organs during flight.
10. Birds have a four-chambered heart. (+)
11. Fertilization in birds occurs in the female's oviduct. (+)
12. All birds' chicks emerge blind and helpless.

Please indicate the correct answers

1 . Only birds from vertebrates:

a – adapted to flight;
b – have feather cover; (+)
c – lay eggs in a calcareous shell.

2 . The skeleton of the bird's hand contains remains of:

a – three fingers; (+)
b – two fingers;
c – one finger.

3 . The length of the neck in birds depends on:

a – lengths of the vertebral bodies;
b – number of vertebrae;
c – number of vertebrae and their length. (+)

4 . A sleeping bird does not fall from a tree branch because:

a – sleeps lightly and strongly clenches his toes when his body balance changes;
b – the lower the bird’s body falls (under its weight), the more the knees bend and the tendons stretching strongly, passing through the knee to the fingers; (+)
c – maintains balance by changing the position of the wings.

5 . The chicks emerge sighted, covered with down, capable of running in:

a – black grouse, hazel grouse, wood grouse, ducks; (+)
b – eagles, hawks, falcons;
c – in all named birds.

6 . The main signal that triggers the start of migration in birds is:

a – lack or absence of food;
b – low air temperature;
c – decrease in day length. (+)

Biological tasks

1 . The wings of birds lower the pectoralis major muscles, reaching 20% ​​of the total mass of its body, and the wings are raised by smaller muscles. Why not the other way around?

2 . Any extra cargo would be a hindrance during the flight. What changes in the digestive system occurred in birds due to this?

3 . In reptiles, the mass of the brain is up to 0.4% of the body weight, in flying birds - up to 8%. The forebrain in reptiles makes up 42–45% of the total brain mass, and in birds – up to 70%. Why are there such differences between the brains of birds and reptiles?

4 . Swifts are the last to arrive at their nesting sites and the first to fly away for the winter. Rooks are the first to arrive in the spring and the last to fly to their wintering grounds. How can we explain the differences in the timing of arrival and departure of birds?

5 . Birds typically make nests and hatch chicks in the spring and summer. The exception is crossbills. They can hatch chicks in winter in bitter frosts. Explain what is decisive in the timing of hatching of chicks in different species of birds.

7 . The calcareous shell of a freshly laid egg is much thicker and stronger than the shell of an egg with a chick developing inside it. What is this connected with?

8 . How can we explain that flocks of geese, cranes and other large birds line up in an angle (wedge) during migration?

*Printed with abbreviation

2 Cognitive tasks and answers in zoology

Russia, Krasnodar region

MBOU secondary school No. 59

Teacher

Bocharova Olga Anatolyevna

Cognitive tasks and answers in zoology

Phylum Arthropod

Class Crustaceans

1. Sometimes we jokingly use the expression: “I’ll show you where the crayfish spend the winter!” Where do crayfish spend the winter?

2. Where did the expression “Rudder like a lobster” come from?

3. Does cancer always move back?

*4. Who has blue blood?

(The blood of cephalopods contains hemocyanin, a substance that turns blue in air)

*5. Write down the name of the representatives of the class Crustaceans.

*6. It is known that marine life "prone to close friendships." An example of an inseparable union is the hermit crab and sea anemone. Climbing into an empty mollusk shell, the cancer thus acquires its own home. Then he finds the type of sea anemone he needs and carefully carries it in his claw, placing it on the shell. So they live together until their death. Moving into a new shell - a house, the cancer transfers the sea anemone to it. Explain what is the biological meaning of such “friendship”?

(Anemone protects the crayfish from enemies. And pieces of its prey fall to it)

*7. Some crabs of tropical seas hold an anemone in each claw. Why are they doing this?

(for guard)

*8. The oceans are home to crustaceans called calanus, which form the food of baleen whales and many marine fish. Why, despite the insignificant size of crustaceans, do huge whales feed on them?

(Due to the high reproduction rate, the number of crustaceans in certain places is very high).

*9. Indicate possible food connections (chains) among the following representatives of the reservoir: pike, daphnia, ciliates, crucian carp, cyclops, bacteria, unicellular algae.

(bacteria, unicellular algae, ciliates, cyclops, daphnia, crucian beetle).

10. In one clutch of a female daphnia there are approximately 60 eggs. After 15-20 days, young daphnia hatch, which can soon lay eggs themselves. Approximately how many daphnia can appear from one female over the summer?

11. What does crayfish care for its offspring?

12. What is the role of the cyclops in the development cycle of the guinea worm?

(Cyclops is an intermediate host in the Guinea worm development cycle)

Phylum Arthropod

Class Arachnida

*1. There is an opinion among people that a scorpion, surrounded by burning coals, commits suicide. Is it so?

(No. Scorpios are practically immune to their own poison. Surrounded by coals, a scorpion falls into a stupor, and then can simply fry.)

*2. If you grab a haymaker's leg, it remains in your hands and continues to contract for some time. What is this phenomenon called?

(Autotomy)

*3. Why is karakurt otherwise called the “black widow”?

(The female sometimes eats the male after mating)

4. Explain the names of some spiders: silverfish, tarantula, wolf spider.

5. How is the silver spider adapted to life in an aquatic environment?

Class Insects

1. Fill the table.

Types of passive defense in insects.

*2. “In some areas of Southern Germany he is called a Prussian, in the north a Swabian, in Western Germany a Frenchman. In Russia, he is again a Prussian: Are we talking about the eye?

(red cockroach)

3. Different nations call the ladybug differently, but everywhere it has an affectionate name. People love this beetle. Do you know why?

*4. What animals are called "Orphans" and why?

(Beetles are gravediggers who bury the corpses of small animals with larvae deposited on them in the ground. In a broader sense, this can be called any beetles whose larvae eat dead organic matter)

5. Write down the names of day and night butterflies from this list: hawthorn, peacock's eye, ribbon, urticaria, silkworm, hawk moth, blueberry.

6. What is "honeydew"?

*7. What is propolis? How does a person use it?

(propolis is bee glue, a sticky resinous substance produced by honey bees to coat the walls of the hive and seal cracks. Used in medicine.)

8. Why do insects living in polar regions and high mountain areas have predominantly dark colors?

9. How can you explain the fact that paralyzers that hunt beetles always sting the victim from the underside?

10. How is a bee's sting different from a mosquito's sting?

*11. “They carry the pathogens of lethal sleeping sickness (humans) and nagana (cattle). No other fly has been as well studied as this one... There are about 30 species, and each has its own specific requirements for the environment...” What fly does scientist Peter Riegel write about in his work?

(Tsetse fly).

12. List the ways you know to protect insects.

13. Fill the table.

Features of arthropods of various classes

14. List insect carriers of various human and animal diseases.

15. Solve the puzzle: what word is the same name for a beetle of the family Lamelidae, a bird of the order Hoopoe, and a mammal of the order Artiodactyl?

(Rhinoceros)

Unicellular animals.

1. In summer, in stagnant bodies of water, especially small ones, the water turns bright green. This phenomenon is called “water bloom”. How can it be explained from a biological point of view?

*2. At one time, the “holy well” near the city of Shechem in Palestine was very popular among believers. The water in it changed its color every three months, becoming either blood red or normal. These changes were attributed to God's will. Can this change in water color be explained by a more prosaic reason?

(The change in the color of the water is associated with the proliferation of protozoa - hematococcus rain, or, as they are also called, hematococcus “bloody”, containing a red pigment)

*3. The German scientist Keller wrote in his diary in 1897: “The house in which I lived stood on the shore. With each blow of the wave, my room was illuminated with such a bright light that I could clearly distinguish individual objects...” Explain what is the reason for the glow of water in warm seas?

(In warm seas, the glow of water is caused by the simplest organisms called nocturnals)

*4. What diseases are caused by protozoa?

(Malaria, toxoplasmosis, leishmaniasis, sleeping sickness and others)

5. Fill out the table by placing a “+” (presence) or “-” (absence) sign in each of the three columns:

Similarities and differences between protozoa.

*6. What feature of protozoa is indicated by the poetic line from Erasmus Darwin’s poem “The Temple of Nature”:

And there he plays with the shapes of proteas,

Now a cube, now a ball, now like a worm or a snake...

(protozoa do not have a constant body shape)

7. The ciliate slipper swims along a bridge from one drop to another, where the bacteria are located. Euglena green moves from the darkness to a lighted place. What do these phenomena have in common?

8. Why do many protozoa not die under unfavorable conditions (drying out or cooling of water bodies in winter)?

Type coelenterates

*1. In 1742, correspondence from Holland appeared in the proceedings of the Royal Society of London, which immediately attracted the attention of the scientific world. It reported that one naturalist, Abram Tremblay, made an astonishing discovery: he discovered in the ponds such an animal, “which, when cut into several parts, turns into as many whole animals.” What is the name of the animal discovered by the Dutch naturalist? What phenomenon was first described by Tremblay? (hydra; regeneration)

2. Single-celled zoochlorella algae live in the cells of the inner layer of hydra. What is the meaning of the coexistence of these organisms?

*3. The famous naturalist Tremblay, who studied the hydra, tried to find large animals in the water that would eat these polyps. He began by offering them to the fish. First, the fish approached the hydra and grabbed it, but instead of swallowing it, it immediately “threw it away, as if disgusted with it.” The same thing was repeated five or six times. Explain the behavior of fish.

(hydra stinging cells are triggered)

4. Fans of underwater sports can admire real underwater gardens at the bottom of warm seas. Delicate slender trees and bushes resemble huge multi-colored fans. Here you can find the most bizarre combinations of tones and colors. Explain where these gardens came from at the bottom of the seas? Who “created” them?

5. Which representatives of the coelenterates are called underwater flowers?

Type of shellfish

*1. The female bitterling fish lays eggs in the mantle cavity of the toothless or pearl barley mollusks. When small bitterlings leave the shell of a mollusk, toothless or barley larvae, equipped with a sticky flagellum, quickly penetrate their skin. What is the significance of the relationship between these species for bitterlings and mollusks?

(For the bitterling - relatively safe development conditions, for the mollusk - resettlement to new habitats inside the reservoir)

(pond snail and some other freshwater forms)

3. Write down the numbers that correspond to the information related to the large pond snail.

1) The body of the animal is soft, there is a mantle.

2) The outside of the body is covered with a bivalve shell.

3) The shell is single, has the appearance of a turret.

4) Predator: eats fish, crabs, shellfish.

5) Feeds on aquatic plants.

6) Breathes atmospheric air.

7) Breathes oxygen dissolved in water, penetrating through the gills.

8) The circulatory system is not closed.

9) The circulatory system is closed.

10) There are eyes located at the base of the tentacles.

11) There are no organs of vision.

12) The nervous system consists of several pairs of nodes.

13) Nerve cells do not form nodes.

14) Lives in fresh water bodies.

15) Lives in the seas.

4. From the list of bivalve mollusks, select those species that are of commercial importance: mussel, globulus, pea, cockerel, pearl mussel, corset, dreacena.

5. What types of freshwater mollusks live in the reservoirs of our republic (region, territory)?

*6. What do you know about mollusks called “ship worms”?

(“Ship worms”, teredo, a gastropod with a small jagged shell and a long body. It settles in wooden objects found in the sea, drilling long passages in them, which it uses as a shelter. Distributed mainly in warm seas, here in the Black and In the Japanese seas, “shipworms” pose a terrible threat to wooden ships.)

*7. Cephalopods are known to move in a reactive manner. Among them there are those that, escaping from pursuit, can fly into the air and, in a gliding flight, sweep over the waves for tens of meters. Name them.

(Squid)

8. Place the numbers next to the names of the mollusks in the list that mark the descriptions corresponding to these types:

Rapana –

Oyster –

Lawn –

Squid –

Scallop –

Pearl mussel –

Prudovik –

1) Mollusk destroying oysters in the Black Sea

2) Cephalopod with a jet mode of movement

3) Freshwater mollusk is an intermediate host of the liver fluke.

4) A bivalve mollusk of great commercial importance.

5) A mollusk that produces pearls in its shell.

6) A mollusk that covers the hole in the shell with a lid.

7) A mollusk that bears the name of a household item.

9. Fill the table.

Type flatworms

1. Fill the table.

2. Compare the freshwater hydra and the white planaria. How are these animals similar in external structure? Which of them - hydra or planaria - has a more complex organization? Justify your answer.

3. Fill the table.

Developmental cycle of the liver fluke.

4. write down the numbers that correspond to the information about: a) the ciliated planarian worm; b) bovine tapeworm.

1) a multicellular animal with a flattened body

2) lives in freshwater bodies

4) free lifestyle

5) body length 10m. and more

6) body length 1-2cm.

7) the body is bilaterally symmetrical

8) in adulthood does not move, leads an attached lifestyle

9) moves with the help of cilia

10) feeds on small invertebrates: daphnia, cyclops

11) feeds on nutrients in the host's intestines

12) the circulatory system is closed

13) there is no circulatory system

14) breathing is carried out through the entire surface of the body

15) the nervous system consists of a head ganglion and nerve trunks with branches