World of biology generalization of knowledge. Meta-subject results of teaching biology
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 perform educational assignments using educational literature, encyclopedias, reference books (including, if possible, electronic, digital) in 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, houseplants, potatoes, iodine, seeds, chamomile drawing.
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. Now we will conduct an experiment to find out what chemical substances are part of the cell (organic and inorganic) (setting the leaf on fire, proves the presence of water; proof of the presence of fats, by crushing the seeds; drop iodine on the potato, the presence of carbohydrates) 6 petals
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
"Biological Lotto"
On the tables in front of each group there is a playing field in the shape of a flower, cards with answers (including incorrect ones) and a card with an algorithm of actions. On the playing field are the name of the kingdom and six questions, answering which, students cover them with cards with answers. If all questions are answered correctly, a code word should be formed from the letters on the answer cards. At the end of the stage, each group must explain what the resulting code word means and how it relates to the group of organisms being studied.
The consultant, together with the teacher, checks the accuracy and speed of completing the task and evaluates the students’ work.
Group "Bacteria"
Questions for the playing field.
1. Bacteria shaped like a spiral.
2. Bacteria shaped like balls.
3. An acute infectious disease, which is characterized by inflammation of the tonsils (sore throat, elevated body temperature).
4.Which part is not present in bacterial cells?
5. What is the name of a cluster of single-celled bacteria?
6. With this part, bacteria can attach to the surface and move
The answers are on the petals.
Spirilla (M). Dysentery (I). Angina (K). Core (R). Colonies (O). Flagellum (B)
A codeword- MICROB.
Group "Mushrooms"
Questions for the playing field.
The answers are on the petals.
Fly agaric (D). Chitin (F). Hyphae (F). Molds (P). Row(I). Polypore (O)
A codeword- YEAST.
Group "Plants"
2.What is the name of the green pigment of plants that can form in the light organic matter from inorganic?
3.Plants that grow in water? (IN)
4. What are the most common plants on Earth? (E)
5. What parts does the plant body consist of?
6. Plant organ where photosynthesis occurs
The answers are on the petals.
Spruce (C), Chlorophyll (B), algae (E), flowering plants (T),
Root, stem, leaf, flower (O), leaf (K).
A codeword- FLOWER
Group "Animals"
1.What is the name of the type of animal whose body is complex due to the presence of an internal skeleton?
2. Pet.
3.What class does the sparrow, woodpecker, ostrich belong to?
4. A single-celled protozoan that does not have a specific body shape.
5. What class does the rhinoceros, wolf, donkey belong to?
6.What are the most animals on Earth?
The answers are on the petals.
Chordata (X), horse (I), Birds (SH), amoeba (H), Mammals (I), insects (K)
A codeword " Predator"
The consultant sums up the results
Biology lesson notes for 5th grade
The material is recommended for biology teachers working according to the Federal State Educational Standard. The assignment options are compiled taking into account the features of the textbook by I.N. Ponomareva.
Lesson-summarization of knowledge on the topic "Diversity of living organisms"
Chobanova E.O.Item: biology
Class: 5
Lesson type: lesson summary.
Target: summarize and systematize knowledge on the topic “Diversity of living organisms.”
Tasks:
Educational: teach how to apply the acquired knowledge in Everyday life; generalize and systematize knowledge about the diversity of living organisms; determine the level of mastery of the topic; correct knowledge on the topic, paying attention to errors.
Educational: development logical thinking; continue to develop the skills to compare objects, work with textbook text and its pictures; develop practical skills and the ability to draw conclusions; teach to analyze and systematize information, process it creatively.
Educational: development of interest in knowledge, culture of mental work; development of a culture of communication and reflective personality traits, creation of conditions for emotionally pleasant intellectual activity students, with high cognitive activity of students to show the importance of biological knowledge; development of cognitive activity and independent activity of students; formation information culture; creating a situation of intellectual difficulty in the lesson, using non-standard questions and problematic tasks; formation of communicative competence and tolerance; creating a psychologically comfortable environment: students feel the joy of creativity and pleasure from intellectual tension.
Planned results of the training session:
Subject:
- know the characteristics of living organisms of different Kingdoms;
- know representatives of living organisms of different Kingdoms;
- apply the acquired knowledge in the classroom and in life;
Metasubject:
- regulatory:
- independently determine the goal educational activities, look for ways to solve problems and means to achieve goals;
- communicative:
- listen to a friend and justify your opinion;
- express your thoughts and ideas;
- educational:
- work with the textbook;
- find differences;
- explain the meanings of new words;
- compare and highlight features.
Personal:
- be aware of the incompleteness of knowledge, show interest in new content;
- establish a connection between the purpose of an activity and its result.
Formation of UUD:
Cognitive UUD
1. Continue developing the ability to work with the textbook.
2. Continue to develop the ability to find differences, explain the meanings of new words, compare and highlight features.
3. Continue developing skills to use graphic organizers, symbols, and diagrams to structure information.
Communicative UUD
1. Continue developing the ability to listen to a friend and justify your opinion.
2. Continue to develop the ability to express your thoughts and ideas.
Regulatory UUD
1. Continue to develop the ability to independently discover and formulate an educational problem, determine the purpose of educational activities (formulation of a lesson question), and put forward versions.
2. Continue to develop the ability to participate in a collective discussion of a problem, be interested in other people’s opinions, and express your own.
3. Continue to develop the ability to determine the criteria for studying the structure of the seed.
4. Continue to develop skills in dialogue with the teacher and improve independently developed assessment criteria.
5. Continue to develop the ability to work according to a plan, check your actions with the goal and, if necessary, correct mistakes yourself.
6. Continue training in the basics of self-control, self-esteem and mutual assessment.
Personal UUD
1. Creation of conditions (CD) for self-development and self-education based on motivation for learning and self-knowledge.
2. Be aware of the incompleteness of knowledge, show interest in new content
3. Establish a connection between the purpose of an activity and its result
Forms of work: work according to instruction cards.
Methods: independent work; aspect of control: final.
Information technology resources: posters, multimedia projector, computer, cards.
During the classes
1. Motivation Guys, we have studied a very large and interesting topic"Diversity of living organisms." You and I met representatives of different kingdoms - bacteria, fungi, plants and animals. We also got acquainted with viruses and lichens. The time has come to determine the level of how you have mastered the material covered.Today we have a lesson on generalizing knowledge on the topic “Diversity of living organisms.”
2. Organizational moment. Description of the mechanism of work in the lesson using instructional cards.
3. Accounting and control of knowledge. Test tasks (3 options).
Questions included in the test:
1. Kingdoms of living nature.
2. Bacteria: structure and vital activity.
3. The importance of bacteria in nature and for humans.
4. plants.
5.Animals.
6. Mushrooms.
7. The diversity and importance of mushrooms.
8. Lichens.
9. The importance of living organisms in nature and human life.
Option 1.
Task 2.
1) Flora – ...
2) Mycology - ...
3) Prokaryotes - ...
4) Heterotrophs -...
5) Spirilla - ...
Task 3.
1. Viruses are non-cellular life forms.
2. Distinctive feature bacterial cell - the absence of a nucleus.
3. Bacteria are the youngest group of organisms.
4. The kingdom of Plants includes unicellular and multicellular organisms.
5. Cedar – flowering plant.
6. The body of algae is the thallus.
7. Dragonfly is an animal.
8. Mushrooms are autotrophs.
9. Morel is a poisonous mushroom.
10. There are harmful species among plants.
Task 4. Why are lichens called “pioneers or pioneers of life”?
Option 2.
Task 2. Give definitions the following concepts:
1) Lichenology -….
2) Eukaryotes -...
3) Symbiosis - ...
4) Vibrios - ...
5) Thallus - ...
Task 2. Define the following concepts:
1) Photosynthesis - ...
2) Zoology - ...
3) Autotrophs - ...
4) Bacilli – ...
5) Mycelium - ...
Task 3. Are the following statements true?
1. Yeast is a group of bacteria.
2. Chlorophyll is a green enzyme.
3. Reindeer moss, or reindeer moss - lichen.
4. Penicillus is a saprotrophic mushroom.
5. A butterfly is an animal.
6. In bacteria, the cytoplasm is immobile.
7. Pine is a gymnosperm plant.
8. In education natural gas animals are involved.
9. Bacteria are very hardy and adapted to different conditions existence.
10. Scientists believe that about 1.5 million species of living organisms live on Earth.
Task 4. Why do they say about a mushroom: “It is neither a plant nor an animal – it is both”?
Lesson objectives.
Educational:
Summarize and systematize students’ knowledge about the characteristics of a living organism, about the structure of plant and animal cells.
Improve the ability to characterize the structural features of animal and plant cells;
Educational:
Develop the ability to apply acquired knowledge when performing tasks;
Promote the development of thinking
Improve monologue speech students, skills in the ability to generalize, compare, and draw conclusions.
Educational:
To promote the development of students’ abilities to present the results of their work, and the degree of formation of a number of intellectual skills;
To promote the development of skills to work at a given pace, complete tasks clearly and concisely, show perseverance and not get lost when carrying out verification work.
: students must show the level of assimilation of information and the degree of formation of a number of intellectual skills on the topic “Biology - the science of the living world”
: general lesson.
Teacher's methods of activity: organization of repetition and generalization through working with an instructional map.
Means of education: instructional cards, table “Plant and animal cells”
During the classes.
Classroom organization – communicating the goals and objectives of the lesson.
Preparation of the assessment sheet in a notebook and the algorithm of work according to the instructional map.
Working with educational elements of the instructional map. Summing up everyone educational element. Analysis of typical errors.
Download:
Preview:
"Using an instructional map on a generalizing
Biology lesson in 5th grade
On this topic " Biology - science about the living world"
Lesson objectives.
Educational:
Summarize and systematize students’ knowledge about the characteristics of a living organism, about the structure of plant and animal cells.
Improve the ability to characterize the structural features of animal and plant cells;
Educational:
Develop the ability to apply acquired knowledge when performing tasks;
Promote the development of thinking
Improve students' monologue speech, skills in the ability to generalize, compare, and draw conclusions.
Educational:
To promote the development of students’ abilities to present the results of their work, and the degree of formation of a number of intellectual skills;
To promote the development of the ability to work at a given pace, complete tasks clearly and concisely, show perseverance and not get lost during testing.
Planned learning outcomes: students must show the level of assimilation of information and the degree of formation of a number of intellectual skills on the topic “Biology - the science of the living world”
Forms of organization of educational activities: general lesson.
Teacher's methods of activity: organization of repetition and generalization through working with an instructional map.
Means of education: instructional cards, table “Plant and animal cells”
During the classes.
Class organization - communicating the goals and objectives of the lesson.
Preparation of the assessment sheet in a notebook and the algorithm of work according to the instructional map.
Working with educational elements of the instructional map. Summarize each learning element. Analysis of typical errors.
Instructional map for the general lesson
On the topic “Biology - the science of the living world»
- Write the score sheet in your notebook
11-12 points - “5”, 8-10 - “4”, 7-5 - “3”, less than 5 - “2”
2. Work according to the instructional map.
Training element | Training element indicating tasks | Learning Guide |
||||||||||
UE-1. Warm-up | Goal: to repeat the basic concepts of the topic “Biology - the science of the living world”, to identify the ability to use scientific terminology. TASK 1. Define the concepts: Biology Multicellular organisms Cell nucleus Cell cytoplasm Fabrics Organs Organic matter Inorganic substances Metabolism Height Reproduction Cell division- | Give one point in UE-1 if you gave the answer to the class. If you did not take part in this task, then put 0 points in this column. |
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UE-2. The structure of animal and plant cells | Goal: to systematize the ability to characterize structural features different cells; determine the level of ability to generalize TASK 2. Which cell these signs belong to, put in the table the number corresponding to the cell number. A- has a nucleus, cytoplasm and cell membrane B – has a dense cell wall B – has green chloroplasts G- have vacuoles filled with cell sap D - reproduce by division 1. animal cell 2 plant cell | Conduct self-testing using the key and give a rating in column UE-2 according to the following criteria: 0 – “5” 14" 2-3 - "3" more than 3 - “2” |
||||||||||
UE-3 | Goal: to systematize the ability to highlight the main thing. analyze, determine the level of development of cognitive activity, the ability to apply factual knowledge in a control situation Execute test tasks in the textbook on pp. 33-34 under the letters B, C, G. Form your answers according to the sample |
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UE-4. | Goal: To identify the ability to competently express one’s opinion, to determine the level of logical thinking based on establishing cause-and-effect relationships. Discuss with friends: Why biological knowledge needed by every educated person? Speak to your friends | Conduct self-control and give a score of UE-4 according to the following criteria: Did not participate in the discussion-0 Participated in the discussion - 1 point spoke in front of the class - 2 points. |
4. Summary.
Did you like or dislike the form of work in the lesson? Shade the box to indicate how much you liked the lesson.
25 % 50%
75% 100%
5. Summing up the lesson
1. Express your wishes: what problems would you like to discuss that we did not cover in lessons on this topic?
6. Homework:
Prepare messages according to plan
- Interesting fact
- Draw a representative.
Kingdom of Plants. Animal Kingdom. Kingdom of Mushrooms. Kingdom of Bacteria.
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 reasoned assessments new information on biological issues;
Fostering civic responsibility, independence, initiative
Tasks:
Educational: about biological systems (cell, organism, species, ecosystem); history of development modern ideas about living nature; outstanding discoveries in biological science; roles biological science in the formation of a 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 knowledge of living nature, the need for careful attitude towards natural environment, 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 a 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 building further individual trajectory education 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 studies and cognitive activity, develop the motives and interests of their 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: highlighting essential features biological objects and processes; providing evidence (argumentation) of the relationship between humans and mammals; relationship between man and 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 educational and cognitive tasks; ability to organize educational cooperation And joint activities with the teacher and peers; work individually and in a group: find common decision and resolve conflicts based on coordination of 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 cells and their role in cell life
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 single 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 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.
The group is extremely simple organisms, wayThose 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. Bioelements are called chemical elements
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 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 tightly bound together 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 infects 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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