Lesson summary
Generalization of knowledge on the topic “Biology - life science”
Description of material: I offer a summary of a general lesson for 5th grade students “Biology - the science of life.” This material will be useful for biology teachers. This lesson will help students: form an understanding of biology as a science in general; will show the relevance of biological knowledge; will reveal the meaning of general biology and its place in the system of biological knowledge.
The purpose of the lesson: Summarize knowledge on the topic “Biology - life science”
Tasks:
Promote the development of intellectual skills; continue the ability to compare and analyze, highlight the main points and give examples. Form a holistic picture of the world.
search for the necessary information to complete educational tasks using educational literature, encyclopedias, reference books (including, if possible, electronic, digital) in the open information space, including the controlled space of the Internet;
Contribute to the formation of a scientific worldview, implement environmental and aesthetic education.
Equipment: objects of living and inanimate nature, tables “Structure of a plant cell”, tables “Structure of an animal cell”, burner, test tube, indoor plants, potatoes, iodine, seeds, drawing of a chamomile.
DURING THE CLASSES.
1. Organizational moment.
2. Updating knowledge.
Sisters are standing in the meadows -
golden eye,
White eyelashes.
Answer: Chamomile
Teacher: what is this? And the petals were torn off our chamomile, tell me you did well. Can we do this to keep our planet beautiful?
But we will help our chamomile, if you answer the questions correctly, the petals will return to their place.
1. On the table are objects of nature, living and inanimate (flower, stone, etc.). Distribute the objects.
Teacher: Right. 1 petal per place.
Now tell me why we classified these objects as living nature, and these as non-living. Name the signs of a living thing. 2 petals.
2. What science studies living things, what is biology? What sciences are part of biology and what do they study? 3 petal
Physical exercise. Flowers
Our delicate flowers open their petals.
The breeze breathes a little,
The petals are swaying.
Our scarlet flowers cover their petals.
Quietly falling asleep
They shake their heads.
There is a drawing of cells on the board, you need to color the organelles, how a plant cell differs from an animal cell. (A plant cell has chloroplasts, vacuoles and a cell wall) 4 petals.
What methods of studying biology do you know? 5 petal
3. And now we will conduct an experiment to find out what chemicals are included in the composition of the cell (organic and inorganic) (burning a leaf proves the presence of water; proof of the presence of fats by crushing a seed; drop iodine on a potato, the presence of carbohydrates) 6 petal
Gymnastics for the eyes. Butterfly
The flower was sleeping
(Close your eyes, relax, massage your eyelids, pressing lightly on them clockwise and counterclockwise.)
And suddenly I woke up, (Blink my eyes.)
I didn’t want to sleep anymore, (Raise your hands up (inhale). Look at your hands.)
He woke up, stretched, (Arms bent to the sides (exhale).)
He soared up and flew. (Shake your brushes, look left and right.)
Blitz tournament. What kingdoms of living nature do you know? Students prepared riddles about the kingdoms of living nature.
What kind of forest animal
Stood up like a post under a pine tree
And stands among the grass -
Are your ears bigger than your head?
(hare) (animal kingdom)
He grew up in a birch forest.
Wears a hat on his foot.
The leaf stuck to it on top.
Did you find out? This is... (mushroom) (kingdom of mushrooms)
Even though the eye can't see me,
I can infect you.
And cholera and tonsillitis,
Runny nose and scarlet fever. (bacteria)(kingdom bacteria)
He was a yellow flower -
It became white, like a snowball.
A girl and a boy will blow -
Flies around... (dandelion) (plant kingdom)
You can't make cheese without me,
And you can’t make kefir.
Yogurt and cottage cheese,
I helped prepare (bacteria) (kingdom of bacteria)
Under the pine tree by the path
Who is standing among the grass?
There is a leg, but no shoe,
There is a hat -
No head. (Mushroom) (kingdom of mushrooms)
From the water here and there
White flowers are growing.
The pond is beautiful, just like in the picture,
In summer it blooms... (water lilies) (plant kingdom)
Angry touchy-feely
Lives in the wilderness of the forest.
There are a lot of needles
And not a single thread. (Hedgehog) (animal kingdom)
3. Consolidation. Take the test on page 33 of the textbook.
4. Homework.
Repeat topic 1
Subject: Generalization of knowledge on the topic of the chemical composition of organisms
Goals:
- Generalization and systematization of knowledge on the topic
- Development of skills to reproduce information according to a diagram, highlight the main thing, graphically arrange information, compare, generalize, conduct an experiment
- Mutual assistance in pairs, in groups, formation of a scientific worldview
Equipment:
1) Demonstration materials:
- starch;
- egg white;
- water with labels;
- NaCI;
- vegetable oil;
- cotton wool
- with labels
- Handouts cards for classifying substances instruction cards
- Laboratory work H 2 O 2 solution (3%), in test tubes raw and boiled meat, raw and boiled potatoes, potato tubers, iodine solution, pipettes, chicken protein solution, CuSO 4 solution.
Tasks:
- Review the basic concepts of the topic
- Get acquainted with the properties of substances that make up the body
- Systematize knowledge about the main groups of substances in the body
Lesson plan:
- Warm-up (“own game”)
- Systematization (drawing a diagram)
- Classification of substances.
- Experiment.
- Conclusions. Final test.
Organization: The class is divided into groups of 4 people, each group has a commander and a consultant.
Lesson type: Combined. Laboratory work.
During the classes
The epigraph is written on the board:
Living = non-living or Living = non-living
State the objectives of the lesson and answer the question in the epigraph:
What are the similarities in the chemical composition of living and nonliving bodies?
What is the difference?
I. Warm-up (frontal survey)
Themes:
- Inorganic substances.
- Squirrels.
- Carbohydrates.
- Lipids.
- Nucleic acids.
Questions for topics:
a) how many chemical elements are found in the cell?
b) name macroelements;
c) name microelements;
d) what is the role of iodine in the body;
e) what is the role of Na and K in the body.
a) what chemical elements make up protein?
b) why is a protein molecule called a macromolecule?
c) what is a protein monomer?
d) how many amino acids are included in protein?
e) what is the role of antibody proteins in the body?
a) what chemical elements are included in carbohydrates.
b) name the monosaccharides.
c) compare the energy value of carbohydrates and lipids.
d) name the polysaccharides.
e) list the functions of carbohydrates.
a) what substances are called lipids?
b) how do vegetable fats differ from animal fats?
c) what vitamins are classified as lipids?
d) what hormones are classified as lipids?
e) what is the protective function of lipids?
a) what is DNA?
b) DNA function.
c) 4 types of DNA nucleotides.
d) types of RNA.
e) RNA functions.
The commander of each group selects 3 questions from any topic, for example 1) (a) 2 (c) 4 (e)
The team answers questions
II. Systematization
The task is to put the following terms into a diagram (each group makes up one diagram)
A story based on a scheme about the classification of substances
III. Classification of substances
Find a place in the presented diagrams for the substances that the teacher demonstrates, name their main properties and distribution
Starch egg white water NaCI vegetable oil cotton wool (cellulose)
IV. Experiment (attached)
Work in groups under the guidance of consultants. Each group tells their experiment and draws conclusions.
Summarizing.
- What are the similarities between living organisms and nonliving bodies?
What is the difference?
Conclusion: the unity of living and inanimate nature.
V. Final test (attached)
Collect workbooks and check them:
- Classification scheme
- Laboratory work
Chemical composition of organisms.
Living = non-living or living = non-living?
III. Experiment
No. 1. Add a few drops of CuSO 4 solution to the test tube with the protein solution
What are you observing?
No. 2. Add a few drops of hydrogen peroxide (3% solution) to the test tube with raw meat. What are you observing?
No. 3. Add a few drops of hydrogen peroxide (3% solution) to the test tube with boiled meat. What are you observing?
No. 4. Pour a few drops of iodine solution onto the flour. What are you observing?
No. 5. Pour a few drops of iodine solution onto a cut potato tuber. What are you observing?
Note about the experiment.
No. 1. Under the influence of t 0 and chemicals, the protein structure is destroyed - denaturation.
No. 2-3. Hydrogen peroxide is a highly toxic substance. It is formed in the cell during decomposition reactions of substances.
The cell contains the enzyme catalase, which decomposes hydrogen peroxide into water and oxygen:
2H 2 O 2 2H 2 + O 2
If, when we add hydrogen peroxide, we observe the release of gas bubbles, it means that catalase is present in the cells. The lack of reaction indicates that the catalase was destroyed during cooking.
No. 4-5. The appearance of a blue color after adding iodine indicates the presence of starch.
Match the numbers of signs with groups of substances.
Carbohydrates.
Inorganic substances.
2. Antibodies (immunity).
6. Glycerol and fatty acids.
7. Amino acids.
8. Nucleotides.
9. Monosaccharides.
10. Buffer.
11. Dipole.
12. Polymer.
13. Double helix.
14. Insoluble in water.
15. C p (H 2 O) m.
16. Storage of hereditary information.
17. Structural function.
18. 1g = 17.6 kJ.
19. 1g = 38.9 kJ.
20. Solvent of substances.
21. Nobel Prize.
22. Catalysts.
23. Sex hormones.
24. Cell volume.
Biology teacher MAOU-secondary school No. 165
Sharapova M.S.
5th grade
Lesson on generalization and systematization of knowledge
on the topic "Biology - the science of the living world"
Lesson type: developmental control lesson.
Technologies: health conservation, problem-based learning, developmental learning.
Subject results: to develop the ability to apply acquired knowledge
Meta-subject results (formed by UUD):
Communicative - independently organize educational interaction in a group;
Regulatory - draw up (individually or in a group) a plan for solving the problem;
Cognitive - choose the most effective ways to solve problems depending on specific conditions;
Personal - to form a scientific worldview and motivation for further study of biology.
Equipment: textbook, 3 sets of cards for the “Lost Letters” competition, 3 envelopes with a cut-out image of a microscope, drawings of plant and animal tissues, sheets of white paper, colored pencils, felt-tip pens.
Organizational moment (teacher checks readiness for the lesson, welcomes students)
Main stage. Consolidation of knowledge. A game.
Guys, we have an unusual lesson today. We are finishing the first and very important topic: “Biology is the science of the living world.”
I suggest you play today. We will split into 3 teams. Come up with a team name, choose a commander.
1. Competition “Blitsopos” (The whole team works. 1 point for the correct answer.)
1. What is the name of the science that studies living organisms? (Biology.)
2.What is the name of the science that studies mushrooms? (Mycology.)
3. What is the name of the science that studies plants? (Botany)
4. What is the name of the science that studies animals? (Zoology)
5. List the signs of a living thing. (Nutrition, breathing, metabolism, movement, growth, development, reproduction, irritability)
6. What instruments are used to study cells? (Magnifying glass and microscope.)
7. What substance can be detected using iodine? (Starch)
8. Maintains the shape and volume of the cell? (Water)
9. What substances remain after the fire burns out? Inorganic (mineral salts)
10. Name animal tissues. (Nervous, muscular, connective, epithelial)
11. Name plant tissues. (Basic, integumentary, conductive, mechanical, educational)
12. Where is the microscope lens? (At the lower end of the tube.)
13. What is a tripod? (Holds all parts of the microscope.)
14. What substances do the bodies of living organisms consist of? (Organic and inorganic)
15. What substances are classified as organic? (Carbohydrates (starch, sugar), fats, proteins.)
2. Competition “Lost Letters” (The whole team works. You are given a piece of paper on which only vowels are written. You need to guess the word and write it down on a piece of paper. 3 points for a correctly completed task)
Card for 1 team: e-a-a (membrane); i-o (core)
Card for team 2: e-a-a (membrane); i-o-a-a (cytoplasm)
Card for team 3: e-a-a (membrane); a-u-o (vacuole)
3. Competition of theatergoers and artists “Young Nerds” (5 points for artistry)
Those who wish pull out a piece of paper with any botanical term or plant name. The term is not spoken out loud. Then he must explain this term to the team so that the team names the term they are looking for. Then the turn passes to the next participant.
Term. Draw, for example: vacuole, nucleus, cell wall
4. Captains competition.
A) Collect puzzles. Each captain is given an envelope with a cut microscope. Whoever collects 3 points first, 2, 1;
B) Answer the questions:
1. The main parts of the cell? (Membrane, nucleus, cytoplasm)
2. The role of chloroplasts? (They contain chlorophyll, captures solar energy, the formation of organic substances)
3. In an adult plant cell, this organelle occupies the central part (Vacuole)
4. Name the methods for studying nature. (observation, description, experiment, modeling, comparison, measurement)
5. Name inorganic substances. (Water and mineral salts)
6. Chlorophyll? (A substance capable of capturing solar energy and forming organic substances from inorganic substances)
7. Additional question for extra credit.
Difference between a plant cell and an animal cell. (Cell wall, chloroplasts, large vacuole)
5. Competition "Modeling". Group work. The team is given the name of a plant or animal tissue. Together, all team members must draw this fabric.
A) Nervous
B) Pokrovnaya
B) Conductive
6. Competition “Biology Experts”
- Why is biological knowledge necessary for every educated person?
- Why does human economic activity lead to the death of living organisms?
- Why is the life of living organisms inextricably linked with inanimate nature?
Reflection. (Summing up the game, grading)
Winner team - “5”
The rest are “4”
1 option
1. The science of substances and their transformations:
A. Biology B. Physics C. Chemistry D. Geography
2. Plants include the following organisms:
A. Frog B. Forget-me-not C. Yeast D. Jellyfish
3. Fungi include the following organisms:
A. Wolf B. Rose C. Boletus D. Bacillus hay
4. Indicate the largest systematic unit:
5. Organisms that do not have a formed nucleus in their cells include:
A. Plants B. Bacteria C. Algae D. Fungi
IN 1. Establish a correspondence between animal species and the groups of organisms to which they belong, depending on the role they perform in nature. Write your answers in table form:
Animals The role of animals in nature
1. Earthworm A) pollinators
2. Moss bumblebee B) distributors of fruits and seeds
3. Common jay B) nature's orderlies
4. Spotted hyena D) soil formers
AT 2. In the list below of rules for human behavior during strong winds, thunderstorms and hail, select the correct ones.
1. You can wait out the elements under a separate tree.
2. At home, close the windows and doors and move away from the windows.
3. In open areas, you can hide in a ditch or ravine.
4. It is better to wait out the elements in elevated areas.
5. You should not swim during a thunderstorm.
6. You can hide from rain, hail and lightning in rural areas under buckets and basins.
7. Bus stops, entrances, overturned boats, and barns can be used as shelter from hail.
1. Life on Earth is represented by the Kingdoms of living organisms: _______________.
2. Nutrients are capable of forming living organisms ____________.
3. Gregor Mendel first began to deeply study ____________.
C1. Describe your procedure when providing first aid to a person who, while swimming in the lake, stepped on glass and cut his leg.
Generalization of knowledge on the topic “World of Biology”
in the course "Introduction to Biology" 5th grade (FSES)
Option 2
Part 1 Choose one correct answer out of four:
1. Natural sciences include:
A. Mathematics B. Physics C. History D. Physical education
2. Animals include the following organisms:
A. Crow B. Chamomile C. Honey fungus D. Staphylococcus
3. Bacteria include the following organisms:
A. Hare B. Violet C. Yeast D. Bacillus hay
4. Specify the smallest systematic unit:
A. Class B. Genus C. Species D. Family
5. The least bacteria are found:
A. In unventilated areas. B. On city streets
B. High in the mountains, in the air D. In the classroom.
IN 1. Compare methods for studying living nature with information about living organisms that can be obtained from their use. Write your answers in table form:
Methods of studying Information about living organisms
1. Observation A) The body weight of the Amur tiger reaches 270 kg.
2. Experiment B) Birds gather in flocks and prepare to fly to warmer
edges with the arrival of autumn.
3. Measurement B) Plant growth occurs more intensively when added to
soil fertilizers.
AT 2. From the list below, select characteristics characteristic of animals.
1. Nutrition with prepared substances.
2. Creation of nutrients under the influence of the sun.
3. The presence of chlorophyll in cells.
4. Active lifestyle.
5. Presence of locomotion organs.
6. Sedentary lifestyle.
7. Complex internal structure of the body.
AT 3. Fill in the missing words in the sentences:
1. Living organisms consisting of one cell and without a formed nucleus are called _____________.
2. The science of ______________ studies the structural features of living organisms.
3. Russian scientist V.I. Vernadsky created the doctrine of _______________.
C1. Describe your procedure when providing first aid to a person who, while playing in the yard, twisted his leg and cannot walk.
Lesson type - combined
Methods: partially search, problem presentation, explanatory and illustrative.
Target:
Formation in students of a holistic system of knowledge about living nature, its systemic organization and evolution;
Ability to give a reasoned assessment of new information on biological issues;
Fostering civic responsibility, independence, initiative
Tasks:
Educational: about biological systems (cell, organism, species, ecosystem); history of the development of modern ideas about living nature; outstanding discoveries in biological science; the role of biological science in the formation of the modern natural science picture of the world; methods of scientific knowledge;
Development creative abilities in the process of studying the outstanding achievements of biology that have entered into universal human culture; complex and contradictory ways of developing modern scientific views, ideas, theories, concepts, various hypotheses (about the essence and origin of life, man) in the course of working with various sources of information;
Upbringing conviction in the possibility of knowing living nature, the need to take care of the natural environment, and one’s own health; respect for the opponent's opinion when discussing biological problems
Personal results of studying biology:
1. education of Russian civic identity: patriotism, love and respect for the Fatherland, a sense of pride in one’s Motherland; awareness of one's ethnicity; assimilation of humanistic and traditional values of multinational Russian society; fostering a sense of responsibility and duty to the Motherland;
2. the formation of a responsible attitude towards learning, the readiness and ability of students for self-development and self-education based on motivation for learning and knowledge, conscious choice and construction of a further individual educational trajectory based on orientation in the world of professions and professional preferences, taking into account sustainable cognitive interests;
Meta-subject results of teaching biology:
1. the ability to independently determine the goals of one’s learning, set and formulate new goals for oneself in learning and cognitive activity, develop the motives and interests of one’s cognitive activity;
2. mastery of the components of research and project activities, including the ability to see a problem, pose questions, put forward hypotheses;
3. ability to work with different sources of biological information: find biological information in various sources (textbook text, popular scientific literature, biological dictionaries and reference books), analyze and
evaluate information;
Cognitive: identification of essential features of biological objects and processes; providing evidence (argumentation) of the relationship between humans and mammals; relationships between humans and the environment; dependence of human health on the state of the environment; the need to protect the environment; mastering the methods of biological science: observation and description of biological objects and processes; setting up biological experiments and explaining their results.
Regulatory: the ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive problems; the ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on coordinating positions and taking into account interests; formation and development of competence in the field of use of information and communication technologies (hereinafter referred to as ICT competences).
Communicative: the formation of communicative competence in communication and cooperation with peers, understanding the characteristics of gender socialization in adolescence, socially useful, educational and research, creative and other types of activities.
Technologies : Health conservation, problem-based, developmental education, group activities
Techniques: analysis, synthesis, inference, translation of information from one type to another, generalization.
During the classes
Tasks
Students master the law of the coordinated and natural action of many systems, ensuring the transformation of matter and the release of energy (the connection of cell organelles, the cell as a structural unit of the living).
We form a scientific worldview about the interconnection of the structure of organelles in connection with the function they perform.
We test and evaluate not so much knowledge of facts as mastery of a system of concepts, the ability to establish connections between concepts, explain biological phenomena (the unity and opposition of plastic and energy metabolism).
Basic knowledge
basic principles of cell theory
chemical compounds of the cell and their role in the life of the cell
the role of enzymes in metabolism
structure of the gene as a unit of hereditary information
genetic code and protein biosynthesis
basic cell structures, relationship between their structure and function
features of prokaryotic and eukaryotic cells; autotrophic and heterotrophic cells; structure of viruses
metabolism in the cell: energy and plastic exchanges
Photosynthesis - plastic metabolism in plants
conclusions
The cell is a structural and functional unit, also the unit of development of all living organisms living on Earth (prokaryotes and eukaryotes).
The cells of all organisms are similar in structure and chemical composition, which indicates the common origin of all living things.
All information about the structure and activity of cells, about all the characteristics of a cell is contained in DNA - the carrier and keeper of genetic information
The genetic code is the same for all creatures living on Earth (from bacteria to humans). The same triplets code for the same amino acids.
Abstract topics
Autotrophs, photosynthesis and life on Earth
Functions of proteins in a living organism
The Dietary Protein Problem
Viral diseases
Water and cell life
Enzymes - biological catalysts
Questions
Prove that a living cell is open. Is it possible to compare it with co. that's why such a comparison is interesting for science
During intense activity you need glucose. Ski race participants are given sugar along the way. For what purpose?
According to the widespread theory of symbiogenesis, cell mitochondria originated from symbiotic bacteria, and plastids - from symbiotic algae. What evidence can you provide for and against this assumption?
There are always many enzymes that destroy nucleic acids in the cell. Why does the activity not disrupt the normal functioning of cellular DNA and RNA?
Using formula 20, calculate how many types of proteins there are. What does the number 20p mean? monomers in a protein (from 100 to 1000 or more), protein molecules on average 100 nm. Is life enough to fly on a supersonic plane? along a chain made up of molecules of all possible proteins?
How does the human body protect itself from pathogens of infectious diseases? What cells and tissues are involved in protection and how?
Do cells of the same tissues of an elephant and a mouse differ significantly in size? Explain your answer.
Tests
1.What position of the cell theory proves the unity of origin of all living organisms, the unity of the organic world?
A. Each cell arises from a cell by; dividing the original one.
B. The cell is the basic unit of structure of all living organisms.
B. In complex multicellular organisms, cells are specialized in the function they perform and form tissues.
D. Unicellular and multicellular organisms have similar metabolism. ■
2. A segment of a DNA molecule containing information about the primary structure of one specific protein is called:
A. Chromatid. B. Nucleotide. B. Peptide G. Genome.
A group of extremely simple organismsThose that live and reproduce only in living organisms include:
A. Bacteria. B. Viruses. B. Eukaryotes. G.Tsianeyam.
4. The most essential substance in the cell, participating in almost all chemical reactions is:
A. Polynucleotide. B. Polysaccharide, B. Polypeptide. G. Water.
5.What are the names of organelles that are present in the cells of all organisms, consisting of two particles of unequal size and having microscopic dimensions?
A. Leucoplasts. B. Ribosomes. B. Lysosomes. G. Chromosomes.
6. Protein molecules that bind and neutralize foreign cells and substances perform the following functions:
A. Energy. B. Transport. B. Catalytic. G. Protective.
7. The chromatids of each chromosome begin to diverge to opposite poles of the cell in the process:
A. Metaphases. B. Telophases. B. Anaphases. G. Prophases.
8.What cell structure forms a kind of barrier; through the thin channels of this part of the cell, substances are transported into the cell and back?
A. Endoplasmic reticulum B. Cytoskeleton
B. Plasma membrane D. Plastids
9.Which phase of the most important process occurring in green plants is characterized by the formation of carbohydrates as a result of successive transformations of water and carbon dioxide?
A. Phases of transcription. B. Temnovoy. V. Light-howl. D. Energy metabolism.
The process of disrupting the natural structure of one of the most important connections of the cell is called:
A. Polymerization. B. Condensation. B. Dena-turation. D. Reduplication.
Water is the basis of life:
It can be in three states (liquid, solid and gaseous):
B. In the cells of the embryo it is more than 90%
It is a solvent that ensures both the influx of substances into the cell and the removal of metabolic products from it.
D. Cools the surface by evaporation
12. Chemical elements are called bioelements
A- Included in living and inanimate nature B. Participating in the life of cells
B. Part of inorganic molecules D. Being the main component of all organic cell compounds
13. Proteins are biological polymers, the monomers of which are:
A. Nucleotides. B. Amino acids. B. Peptides. G. Monosaccharides.
14.Enzymes:
A. They are the main source of energy.
B. They accelerate chemical reactions and are protein in nature.
B. Transport oxygen.
D. Participate in a chemical reaction, turning into other substances.
15. The concept of “homeostasis” characterizes:
A. The state of dynamic equilibrium of the natural system, supported by the activities of regulatory systems,
B. The process of destruction of cells by dissolving them.
B. General decrease in the vitality of the organism.
D. The process of breakdown of carbohydrates in the absence of oxygen.
16.Immunological protection of the body is provided by:
A. Proteins performing a transport function.
B. Carbohydrates.
B. Various substances in the blood.
D. Special blood proteins—antibodies.
17. The genetic code is the same for all creatures living on Earth and is:
A. The ability to reproduce their own kind
B. Precellular formations that have some properties of cells
B. A system for “recording” hereditary information in DNA molecules
D. The process of formation of organic molecules from inorganic molecules by living organisms
18.Metabolism consists of two interconnected and oppositely directed processes:
Life and death. B. Synthesis and decay.
Excitation and inhibition. D. Absorption, oxygen and release of carbon dioxide.
19. Chloroplasts are characteristic of cells: ,
A. Integumentary tissue. B. Animals. B. Plants and animals, D. Only plants.
20.Biological: meaning of mitosis:
A, The number of chromosomes is maintained constant throughout cell generations.
B. Recombination of hereditary information occurs.
B. When cells merge, a new organism is formed.
D. As a result of fission, a multinucleate is formed
Right answers
Choose the correct statements
1.The single DNA molecule of bacteria has a circular shape.
2. All living organisms consist only of cells.
3. Living organisms are characterized by metabolism, irritability, reproduction, heredity and variability.
4. All elements of the periodic table have been found in living organisms.
5.Osmosis is the dissolution of substances in water.
6. Proteins make up most of the substances of the cell.
7.Fats do not dissolve in water.
8.Proteins contain amino acids that are tightly linked to each other by hydrogen bonds.
9. When the same amount of fat and carbohydrates is broken down, an equal amount of energy is released.
10. Peptide is the bond between the carbon of the carboxyl group and the nitrogen of the amino group in a protein molecule.
11.DNA is found in a cell only in the nucleus.
12.The main function of ribosomes is participation in protein biosynthesis.
13. Viruses necessarily contain DNA.
14. There are no chromosomes in a non-dividing cell.
15. The number of mitochondria and plastids can only increase by dividing these organelles.
16.Vacuoles are found only in plant cells.
17.According to the principle of complementarity of A-U and G-C.
18. Alcoholic fermentation can only take place in the absence of oxygen.
19.Assimilation and dissimilation constitute energy metabolism in the body.
20. Meiosis occurs in human testes in the reproductive zone.
Right answers
1, 3, 7, 10, 12, 15, 17.
Crossword
1.Dutch botanist who proposed the name “virus”.
2. The protein shell of the virus.
3.Viruses used by humans to combat pathogenic bacteria.
5. Disease caused by the mumps virus.
6. A special group of viruses that infect bacterial cells.
7. Disease caused by the hepatitis virus.
Cell theory and microscopy - biology, preparation for the Unified State Exam and OGE
CYTOLOGY. CELL THEORY. MEMBRANE STRUCTURE.
CYTOLOGYToUnified State Exam. ORGANOIDSCELLS
Cytology. Organoids | Unified State Exam | Biology
Resources
V. B. ZAKHAROV, S. G. MAMONTOV, N. I. SONIN, E. T. ZAKHAROVA TEXTBOOK “BIOLOGY” FOR GENERAL EDUCATIONAL INSTITUTIONS (grades 10-11).
A. P. Plekhov Biology with fundamentals of ecology. Series “Textbooks for universities. Special literature".
Book for teachers Sivoglazov V.I., Sukhova T.S. Kozlova T. A. Biology: general patterns.
Biology 100 most important topics V.Yu. Dzhameev 2016
Biology in diagrams, terms, tables" M.V. Zheleznyak, G.N. Deripasko, Publishing House "Phoenix"
A visual guide. Biology. 10-11 grades. Krasilnikova
Educational portal http://cleverpenguin.ru/metabolizm-kletki
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