How to solve 30 tasks in biology. What are the functions of the human digestive system? Inheritance of sex-linked traits
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1. Algae most adapted to photosynthesis at great depths: a) red; b) green; c) brown; d) golden. Green algae absorb the red and blue rays of the solar spectrum. Brown algae use the blue part of the spectrum for photosynthesis. Red algae use the yellow, orange and green parts of the spectrum for photosynthesis.
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Characteristics of algae Characteristics for comparison Green algae Red algae Brown algae Habitat Fresh, sea water, soil Inhabitants of all the oceans of the planet Sea water Life conditions Live on the most great depths where the light penetrates Shallow water, depths. The depth at which they live is no more than 50 m Uni- or multicellular organisms Uni- and multicellular Multicellular Multicellular Structural features Life forms: (unicellular, colonial, multicellular). Odnokl. with a flagellum. tall has different forms: from bushy to wide lamellar Heavily dissected thallus, rhizoids The presence of pigments, their name Chlorophyll Chlorophyll, carotenoids, phycoerythrins (red.p.), phycocyanins (blue pygms) Predominant brown photosynthetic pigment - fucoxanthin Significance in nature Phytoplankton, soil formation, waterlogging Serve as food and refuge for living creatures, spawning ground for fish
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2. The figure illustrates an example of the manifestation of a vital property: a) metabolism; b) reproduction; in motion; d) growth.
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3. Asexual generation of moss (sporophyte) develops from: a) spores; b) zygotes; c) sperm; d) eggs.
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Some general provisions In land plants life cycle there is an alternation of phases or generations of asexual diploid - sporophyte and sexual, haploid - gametophyte. The sporophyte produces spores. When spores are formed, meiosis occurs, so the spores are haploid. A gametophyte develops from the spores, on which the reproductive organs producing gametes are formed. Land plants have sexual organs: male - antheridia and female - archegonia. In the process of evolution, there was a gradual reduction of gametophytes and a simplification of the genital organs.
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Scheme of evolutionary changes in plants Ferns gametophyte - outgrowth Angiosperm gametophyte - embryo sac flax) Gymnosperms female gametophyte - multicellular haploid endosperm
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Sporophyte (box with spores) Gametophyte (green plant) Sporophyte (green plant) Gametophyte (pollen grain and embryo sac) Mosses Angiosperms 1) Reproduction by spores 1) Reproduction by seeds 2) In mosses, the predominant generation is the gametophyte (the green plant itself). The sporophyte (box with spores) develops on the gametophyte 2) In flowering plants, the dominant generation is the sporophyte (the green plant itself). The gametophyte is greatly reduced and does not last long. The male gametophyte is a pollen grain. The female gametophyte is the embryo sac. 3) Mosses have no roots (there are rhizoids) 3) The presence of roots 6) The presence of flowers
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Green plant (gametophyte) Ovum (n) Spermatozoa (n) ♂ ♀ With water fertilization zygote spore box (sporophyte) protonema Green plant (gametophyte)
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What chromosome set is typical for gametes and spores of the cuckoo flax moss plant? Explain from which cells and as a result of what division they are formed. 2). Cuckoo flax spores are produced on a diploid sporophyte by meiosis. The set of chromosomes in spores is single. one). Cuckoo flax gametes are formed on the haploid gametophyte by mitosis. Gametes have a single set of chromosomes.
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Plants are characterized by alternation of generations: asexual and sexual, and meiosis occurs during the formation of spores, and not during the formation of germ cells. In many algae and all higher plants, gametes develop in the gametophyte, which already has a single set of chromosomes, and are obtained by simple mitotic division. The gametophyte develops from a spore, has a single set of chromosomes and organs of sexual reproduction - gametangia. When gametes fuse, a zygote is formed, from which a sporophyte develops. The sporophyte has a double set of chromosomes and bears the organs of asexual reproduction - sporangia.
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gametophyte sporophyte Moss is a dioecious plant. Both male and female plants grow nearby. Antheridia are formed on male plants, male gametes ripen in them. Archegonia are formed on female plants, female gametes ripen in them. Sperm, together with drops of water, fall on female plants, after fertilization from the zygote, an asexual generation (sporophyte) develops on female plants - a box sitting on a long stalk. The box has a lid. The lid opens and the spores are dispersed by the wind. Then, once in moist soil, they germinate into a green thread with buds, from which moss shoots develop.
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4. Kiwi fruit is: a) a berry; b) pumpkin. c) polydrupe; d) multi-seeded box.
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Fruits juicy dry one-seeded multi-seeded one-seeded multi-seeded Drupe Berry Hemicarb Pod (plum) (grape) (sunflower) (poppy) Pumpkin Caryopsis Pod (cucumber) (wheat) (cabbage) Apple Bean nut (pear) (hazel) (pea) Pomeranian Acorn ( orange) (oak)
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5. The figure shows an effective agricultural technique: a) pinching; b) mulching; c) picking; d) hilling.
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6. The flower formula O (2) + 2T3P1 is typical for the family: a) nightshade; b) cereals; c) lily; d) moth (legume). A cereal flower consists of two flowering scales - outer and inner, which replace the perianth, three stamens with large anthers on long filaments, and one pistil with two stigmas. One of the lemmas is sometimes elongated in the form of an awn. Flowers in cereals are collected in inflorescences - spikelets, which make up complex inflorescences - a complex spike (rye, wheat, barley), panicle (millet), cob (corn), sultan (timothy grass) Spikelets consist of two spikelet scales covering one or more flowers. Flower formula O2 + 2T3P1 Cereals are pollinated by the wind, some (wheat) are self-pollinating. The fruit is a grain.
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Department Angiosperms Class Dicotyledonous Class Monocotyledonous Family Rosaceae Family Solanaceae Family Legumes Family Cruciferous Family Liliaceae Family Cereals Rose, apple tree, cherry, apricot, raspberry, mountain ash, cinquefoil, pear, wild rose, quince, strawberry, sweet cherry, sakura, almond, blackberry, cuff Pea , beans, soybeans, lupins, chin, alfalfa, clover, acacia, astragalus, chickpeas, peanuts, vetch, camel thorn , Potato, tomato, eggplant, pepper, tobacco, nightshade, henbane petunia, dope, belladonna belladonna, Compositae family Sunflower, sow thistle, asters, cornflower, dandelion, goat's beard, chrysanthemums, wormwood, Jerusalem artichoke, chicory, lettuce, burdock, succession, marigolds, calendula, dahlia, chamomile, cornflower, calendula. Tulip, hyacinth, lily, kandyk, onion, wild garlic, garlic, lily of the valley
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Families of the class Monocot plants Sem. Cereals (bluegrass) Representatives: wheat, rye, rice, oats, corn, millet, sorghum, timothy grass, bluegrass, couch grass, bamboo, reed, feather grass, cattail, cyperus-papyrus Sem. Lily Representatives: onion, garlic, tulip, lily of the valley, lily, asparagus, hyacinth, hazel grouse, kandyk, kupena, raven eye, wild garlic, blueberry, snowdrop, Deciphering the flower formula: H - sepals L - petals O - perianth T - stamens P - pistil T4+2 - stamens of different lengths (4 long stamens and 2 short ones) ∞ - many () - fused parts of the flower Flower formula Fruit Inflorescence O(2)+2 T3 P1 weevil ear, panicle, cob O3+3 T3+3 P1 berry, boll single flowers, raceme
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Families of the class Dicotyledonous plants Sem. Cruciferous Representatives: cabbage, radish, turnip, colza, shepherd's purse, mustard, yarutka Sem. Rosaceous Representatives: apple tree, cherry, plum, wild rose, rose, strawberry, raspberry, bird cherry Sem. Legumes (butterflies) Representatives: peas, beans, clover, alfalfa, soybeans, yellow acacia, camel thorn, chickpeas, peanuts, mimosa, lentils, sweet clover petunia, eggplant, pepper Sem. Compositae (aster) Representatives: sunflower, chamomile, asters, chrysanthemums, wormwood, Jerusalem artichoke, dandelion, cornflower, burdock, succession, marigolds, calendula, dahlia, coltsfoot. Flower formula Fruit Inflorescence P4 L4 P4+2 P1 pod, pod, raceme P5 L5 T∞ P1 ∞ drupe, apple, nut, combined achene single flowers, simple raceme, simple umbel P5 L1+2+(2) T(9)+1 P1 bean head, raceme Ch(5) L(5) T5 P1 pod, berry raceme Ch5 L(5) T5 P1 achene basket
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7. Stem (shoot) origin have spines in: a) barberry; b) thistle; c) white acacia; d) hawthorn. Hawthorn spines are modified shoots
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8. Cuckoo flax is characterized by the presence of: a) sperm; b) sporogon; c) adventitious roots; d) bisexual gametophyte.
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9. The bodies of mushrooms are formed by: a) mycelium; b) mycorrhiza; c) rhizoids; d) conidia.
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10. For the body of higher plants, the structure is characteristic: a) unicellular; b) colonial; c) thallus; d) leafy. 11. From glucose, primary starch in angiosperms is formed in: a) leukoplasts; b) chromoplasts; c) chloroplasts; d) cytoplasm.
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12. The top of the axis of the vegetative bud is: a) a rudimentary bud; b) growth cone; c) germinal leaf; d) the basis of the escape. A kidney is a rudimentary, not yet developed shoot. Outside, the kidneys are covered with kidney scales. Under them is the future shoot, which has a rudimentary stem, rudimentary leaves and rudimentary buds. 1 - STUDY LEAVES; 2 - CONE OF GROWTH; 3 - PRIMARY KIDNEYS; 4 - PRIMARY STEM; 5 - KIDNEY SCALES; 6 - STUDY FLOWERS. LONGITUDINAL SECTION OF THE KIDNEYS OF THE VEGETATIVE GENERATIVE
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13. Polychaete worms (polychaetes): a) hermaphrodites; b) separate sexes; c) change their gender during their lifetime; d) asexual, as they can reproduce by tearing off part of the body.
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14. The animal shown in the figure belongs to one of the classes of the Arthropod type. Unlike representatives of other classes of Arthropods, this animal has: a) an outer chitinous cover; b) segmental structure of the body; c) segmented structure of the limbs; d) eight walking legs.
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* Classification of the type Arthropods Features Class Crustacea Class Arachnids Class Insects Habitat. Aquatic Terrestrial In all environments Chitinous cover hard, impregnated with lime soft hard Body parts cephalothorax and abdomen Cephalothorax and abdomen Head, thorax, abdomen Structural features At the end of the abdomen - lobes Spider glands on the abdomen There are wings on the chest Number of legs 5 pairs or more 4 pairs 3 pairs Nutrition Omnivorous. Stomach of two sections, intestines with digestive glands Juices of insects, blood. Digestion external and internal, there is a poisonous gland different types different food and different mouthparts (nibbling, stabbing, licking, sucking) Respiratory organs Gills Trachea and lung sacs Spiracles and branched tracheal system Circulatory organs sac-like heart sac-shaped heart, in large spiders and scorpions it is tubular. Shelter. syst. open heart tubular, blood does not perform a respiratory function Excretory organs Green glands (coxal) Malpighian tubules Malpighian tubules and fat body
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* Arthropod type classification 7. The cross-spider has four pairs of eyes. Characters Class Crustaceans Class Arachnids Class Insects Nervous system Periopharyngeal nerve ring and ventral nerve chain Merging of nodes forms the "brain" and three large thoracic nodes Sensory organs Compound eyes on stalks, two pairs of antennae, balance, Simple eyes (4 pairs), balance, hearing. There are no mustaches. Compound eyes, one pair of antennae, touch, hearing Development Direct Dioecious. Internal fertilization Direct development Indirect, with complete or incomplete transformation Lower representatives: daphnia, cyclops, branchiopod, higher calanus: crayfish, shrimp crabs, lobster, spiny lobster, lobster, wood lice spiders (cross, silver karakurt, tarantula, haymaker, tarantula) ticks (barn, scabies, taiga, settlement pasture) scorpions, phalanx Orders: Coleoptera, Lepidoptera, Diptera, Hymenoptera, Orthoptera, Bed bugs
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15. In the animal shown in the figure above, the limbs of the second pair are called: a) maxilla; b) mandibles; c) chelicerae; d) pedipalps.
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16. Among invertebrates, deuterostomes include: a) coelenterates; b) sponges; c) echinoderms; d) shellfish.
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17. According to the structure of the body, gastropod mollusks with a shell: a) are radially symmetrical; b) bilaterally symmetrical; c) metamerically symmetrical; d) asymmetrical.
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18. Of the named inhabitants of the sea, external digestion is possessed by: a) jellyfish; b) sea urchins; c) starfish d) sea squirts.
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1) Frog skeleton Parts of the skeleton Names of bones, structural features Meaning 1. Skull Brain, jaw bones Protection of the brain 2. Spine Vertebrae (9: 1 + 7 + 1 + tail section) Protection of the spinal cord and support of internal organs 3. Shoulder girdle Shoulder blades, clavicle, sternum, crow bones Support for the forelimbs 4. Skeleton of the forelimbs Shoulder, forearm, wrist, metacarpus, phalanges of the fingers Participate in locomotion 5. Belt hind limbs Pelvic bones and pubic cartilages Support for the hind limbs 6. Skeleton of the hind limbs Thigh, lower leg, tarsus, metatarsus, phalanges of the fingers Participate in locomotion
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19. The figure shows the skeleton of a vertebrate animal. In the structure of the axial skeleton of this object, there is no department: a) cervical; b) chest; c) trunk; d) sacral.
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25. The greatest mobility has the cervical spine: a) human; b) mammals; c) amphibians; d) birds. 1. Unlike fish, frogs have cervical vertebra. It is movably articulated with the skull. The cervical region is slightly mobile. 2. In birds, the cervical spine is long, and the vertebrae in it are of a special, saddle shape. Therefore, it is flexible, and the bird can freely turn its head back 180 ° or peck food around it without crouching or turning its body. 3. For mammals, the presence of 7 cervical vertebrae is very characteristic. Both giraffes and whales have the same number of vertebrae (just like humans).
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20. According to the results genetic analysis The wild ancestor of the domestic dog (Canis familiaris) is: a) the wolf; b) jackal; c) coyote; d) dingo. 21. Amphibians, being cold-blooded animals with a low level of metabolism, lead an active life due to: a) omnivores; b) development with metamorphosis; c) eating only protein-rich animal foods; d) the ability to stay under water for a long time.
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22. Respiration in amphibians is carried out: a) through the gills; b) through the lungs; c) through the skin; d) through the lungs and skin. Respiratory system amphibians: 1. occurs due to the movement of the floor of the oral cavity 2. skin participates in gas exchange lungs and skin
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23. The tibia should be attributed to the level of organization of the living: a) cellular; b) tissue; c) organ; d) systemic.
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24. The figure shows a fragment of a typical electrocardiogram (ECG) of a person obtained in the second standard lead. The T-R interval reflects the following process in the heart: a) atrial excitation; b) restoration of the state of the myocardium of the ventricles after contraction; c) the spread of excitation through the ventricles; d) rest period - diastole.
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25. The optimal environment for high activity of gastric enzymes: a) alkaline; b) neutral; c) sour; d) any.
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* Bodies digestive system and their functions Digestive organs Digestive enzymes and juices What is digested Oral cavity Ptyalin amylase, maltase, Complex carbohydrates Esophagus - - Stomach Pepsin and hydrochloric acid Proteins Gastric lipase Fats Duodenum Amylases Simple and complex carbohydrates Lipases, bile Fats Trypsin, chymotrypsin Proteins, peptides Small intestine Lactase Milk sugar Amylase, maltase, sucrase Disaccharides Aminopeptidase, carboxypeptidase Peptides
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25. The optimal environment for high activity of gastric enzymes: a) alkaline; b) neutral; c) sour; d) any. 26. In case of burns of the hand of the 1st degree, it is recommended: a) thoroughly wash open wounds, remove dead tissue and consult a doctor; b) place your hand as soon as possible cold water or overlay with ice cubes; c) rub the limb to redness and apply a tight bandage; d) tightly bandage the burnt limb and consult a doctor.
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27. Lymph through the lymphatic vessels is carried from tissues and organs directly to: a) the arterial bed of the systemic circulation; b) venous bed of the systemic circulation; c) arterial bed of the pulmonary circulation; d) venous bed of the pulmonary circulation.
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Tissue fluid, once in the lymphatic capillaries, becomes lymph. Lymph is a clear liquid that does not contain red blood cells and platelets, but includes a lot of lymphocytes in its composition. Lymph moves slowly through the lymphatic vessels and eventually enters the blood again. Previously, the lymph passes through the lymph nodes, where it is filtered and disinfected, enriched with lymph cells. Lymph functions: Most important function lymphatic system - the return of proteins, water and salts from tissues to the blood. The lymphatic system is involved in the absorption of fats from the intestines, in the creation of immunity, in protection against pathogens.
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28. Blood loses the maximum amount of oxygen when passing through: a) lungs; b) one of the veins of the arm; c) capillaries in one of the muscles; d) right atrium and right ventricle. 29. Nerve that provides rotation of the eyeball in humans: a) trigeminal; b) block; c) visual; d) facial. 30. The volume of air that can be inhaled after a quiet exhalation is called: a) expiratory reserve volume; b) inspiratory reserve volume; c) respiratory volume; d) residual volume.
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Vital capacity (VC) VC is the largest number air that a person can exhale after the deepest breath. Total lung capacity = Tidal volume 0.5 L Expiratory reserve 1 - 1.5 L + Inspiratory reserve 1.5 - 2.5 L + Residual volume 0.5 L + Volume that can be inhaled after a quiet exhalation Volume that can be additionally exhaled after a quiet exhalation The volume that can be additionally inhaled after a quiet breath The volume that remains after a strong exhalation
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31. The figure shows a reconstruction of the appearance and remains of the primitive culture of one of the ancestors of modern man. This representative should be attributed to the group: a) human predecessors; b) ancient people; c) ancient people; d) fossil people of the modern anatomical type.
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Anthropogenesis (human evolution) The oldest people(Pithecanthropus, Sinanthropus, Heidelberg man) Ancient people (Neanderthals) New people (Cro-Magnon, modern man) People!
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The origin of man (anthropogenesis) Stages of human evolution Structural features Way of life Tools of labor Apes - Australopithecus Height 120-140 cm. Skull volume - 500-600 cm3 They did not use fire, did not build artificial dwellings They used stones, sticks brain - 680 cm3 They did not use fire They made tools - stones with sharp edges The earliest people Homo erectus (Pithecanthropus, Sinanthropus, Heidelberg man Height 170 cm. Brain volume - 900-1100 cm3. Better developed right hand, foot has an arch Built dwellings. Supported Fire Had the beginnings of articulate speech Made tools from stone The main tool was a stone ax Ancient people Neanderthals Height 156 cm Brain size -1400 cm3 There is a rudiment of a chin protrusion, an arched foot, a developed hand They knew how to make fire, build artificial dwellings Made a variety of tools - side-scrapers, points made of stone, wood, bones The first modern Changeable people Cro-Magnons Height 180 cm. Brain volume -1600 cm3. It has all the features inherent in modern man. Developed speech. Art, the beginnings of religion. They made clothes They made various tools from stone, bones, horns - knives, darts, spears, scrapers Modern stage human evolution is represented by one species - Homo sapiens
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32. The cortical layer of the adrenal glands produces the hormone: a) adrenaline; b) thyroxine; c) cortisone; d) glucagon. medulla: epinephrine, norepinephrine. Cortical layer: cortisone
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Endocrine glands 1. Name of the gland 2. Produced hormones 3 Influence 4. Violation of the glands Hypofunction Hyperfunction Pituitary gland Thyrotropin Somatotropin Stimulates activity. thyroid gland Growth hormone - Graves' disease - dwarfism - acromegaly - gigantism Hypothalamus Neurohormones Coordination of gland activity through the pituitary gland Thyroid gland Thyroxine Regulation of o.v., increased oxidative processes of glycogen breakdown; growth and development of tissues, the work of N.S. Myxedema - Basedow's disease (goiter) since childhood - cretinism Adrenal glands Adrenaline Norepinephrine Constriction of blood vessels, increased sugar, increased cardiac activity Bronze disease - development (Addison's heart disease) Pancreas Insulin Glucagon Maintaining normal glucose levels Increased blood glucose levels - diabetes mellitus
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33. An extra link in the composition of a single trophic chain is: a) an earthworm; b) bluegrass; c) a wolf; d) a sheep. 34. In natural communities, the role of consumers of the 2nd order, as a rule, can be played by: a) bleak, warbler, roe deer, ground beetle; b) nutcracker, nimble lizard, starfish, hare; c) duck, dog, spider, starling; d) frog, snail, cat, buzzard. 35. Pesticides are not currently recommended for pest control. Agriculture because they are: a) very expensive; b) destroy the structure of the soil; c) reduce the production of agrocenosis; d) have low selectivity of action.
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36. The field of science that studies structures and processes that are inaccessible to external observation in order to explain the behavior of individuals, groups and collectives: a) medicine; b) ethology; c) physiology; d) psychology. 37. Coelenterates (type Coelenterata) lack: a) ectoderm; b) mesoderm; c) endoderm; d) mesoglea.
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Characteristic Type Intestinal 1. The body consists of two layers of cells (ectoderm and endoderm) 2. They have an intestinal cavity that communicates with the external environment with one opening - a mouth surrounded by tentacles. 3. They have stinging cells 4. Abdominal and intracellular digestion 5. Predators, food is captured by tentacles 6. Diffuse-type nervous system (reticulum) 7. Irritability in the form of reflexes 8. High degree of regeneration 9. Reproduction: asexual - by budding, sexual with the help of genital cells 10. Possess radial (radial) symmetry. Representatives: hydra, jellyfish, coral polyp, sea anemone!
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38. Recently, a previously unknown organism was discovered that does not have a nuclear membrane and mitochondria. Of the above, this organism is most likely to have: a) endoplasmic reticulum; b) chloroplasts; c) lysosomes; d) ribosomes. 39. ATP synthesis does not involve such cell structure as: a) nucleus; b) cytoplasm; c) mitochondria; d) chloroplasts. Phases of photosynthesis What substances are formed Light Products of water photolysis: H, O2, ATP. Dark Organic matter: glucose.
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I. Single-membrane organelles Structure of the cell Organoid name Structure Functions Endoplasmic reticulum (ER) A system of membranes forming cisterns and tubules. A) Rough B) Smooth Organizes space, communicates with the outer and nuclear membranes. Synthesis and transport of protein. Synthesis and breakdown of carbohydrates and lipids. 2. Golgi Apparatus Stack of flattened cisterns with bubbles. one). Removal of secrets (enzymes, hormones) from cells, carbohydrate synthesis, protein maturation. 2). Formation of lysosomes 3. Lysosomes Spherical membrane sacs filled with enzymes. The breakdown of substances by enzymes. Autolysis - self-destruction of the cell
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II. Two-membrane organelles Organoid name Structure Functions Mitochondria The outer membrane is smooth, the inner one is folded. The folds are cristae, inside there is a matrix, it contains circular DNA and ribosomes. semi-autonomous structures. Oxygen splitting of organic substances with the formation of ATP. Synthesis of mitochondrial proteins. 2. Plastids Chloroplasts. Elongated, inside - stroma with grana formed by membrane structures thylakoids. There are DNA, RNA, ribosomes. Semi-autonomous structures Photosynthesis. On the membranes - the light phase. In the stroma, dark phase reactions.
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III. Non-membranous organelles Organoid name Structure Functions Ribosomes The smallest mushroom-shaped structures. Consist of two subunits (large and small). Formed in the nucleolus. Provide protein synthesis. 2. Cell center Consists of two centrioles and a centrosphere. Forms a spindle of division in the cell. Doubles after division.
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41. The external gills of frog tadpoles, compared with the gills of fish, are organs: a) similar; b) homologous; c) rudimentary; d) atavistic.
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The development of similar living conditions by representatives of different systematic groups Convergence - "convergence of signs" (the appearance common features in unrelated forms) The emergence of similar organs (for example, the wing of a butterfly and the wing of a bird) Are similar in external structure Perform the same functions Have a fundamentally different internal structure They have different origins
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Divergence (divergence of traits in related forms) The emergence of homologous organs (for example, a bat wing and a horse’s limb) Have differences in external structure (significant) Fundamentally similar in internal structure Perform different functions Have a common origin Development of heterogeneous new territories by representatives of one systematic group (for example, one class of mammals)
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41. The external gills of frog tadpoles, compared with the gills of fish, are organs: a) similar; b) homologous; c) rudimentary; d) atavistic. 42. Angiosperms appeared: a) at the end of the Paleozoic era; b) at the beginning of the Mesozoic era; c) at the end of the Mesozoic era; d) at the beginning of the Cenozoic era.
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I. The first era - Katarchaeus ("below the most ancient"). Started ~4500 million years ago. Main events: Formation of the primary broth in the waters of the oceans. The appearance of coacervates (in water). II. Archean era - ("the most ancient"). Started ~ 3500 million years ago. Conditions: volcanic activity, atmospheric development. Main events: The appearance of prokaryotes (single-celled non-nuclear organisms) - these are bacteria and cyanobacteria. Then eukaryotes (1-celled organisms with a nucleus) appear - these are green algae and protozoa. The process of photosynthesis appears (in algae) => saturation of water with oxygen, its accumulation in the atmosphere and the formation of the ozone layer, which began to protect all life from harmful ultraviolet rays. The process of soil formation has begun.
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III. Proterozoic era ("Primary life"). Started ~ 2500 million years ago. In terms of duration, this is the longest era. Its duration is 2 billion years. Conditions: in the atmosphere -1% oxygen Main events: The rise of eukaryotic organisms. The appearance of breath. The emergence of multicellularity. The development of multicellular organisms - plants (appear different groups algae) and animals.
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IV. Palaeozoic. (from 534 to 248 million years ago). Conditions: warm humid climate, mountain building, the appearance of land. Main Events: Nearly all major types of invertebrates lived in the waters. Vertebrates appeared - sharks, lungfish and lobe-finned fish (from which terrestrial vertebrates originated). In the middle of the era, plants, fungi and animals came to land. The rapid development of higher plants began - mosses, giant ferns appeared (at the end of the Paleozoic, these ferns died out, forming deposits of coal). Reptiles have spread all over the earth. Insects appeared.
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V. Mesozoic era. (from 248 to 65 million years ago). Conditions: smoothing of temperature differences, movement of continents Main events: The heyday of reptiles, which were represented in this era by various forms: swimming, flying, land, water. At the end of the Mesozoic, almost all reptiles became extinct. Birds appeared. Mammals appeared (oviparous and marsupials). Widespread gymnosperms, especially conifers. Angiosperms appeared, which at that time were represented mainly by woody forms. The seas were dominated by bony fish and cephalopods.
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V. Cenozoic era. (from 65 million years ago to the present). Conditions: climate change, movement of continents, major glaciations of the Northern Hemisphere. Main events: The flowering of angiosperms, insects, birds, mammals. In the middle of the Cenozoic, there were already almost all groups of all the kingdoms of living nature. Angiosperms developed life forms such as shrubs and grasses. All types of natural biogeocenoses have formed. The appearance of man. Man has created cultural flora and fauna, agrocenoses, villages and cities. The influence of man on nature.
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43. The following aromorphoses occurred in the Precambrian: a) a four-chambered heart and warm-bloodedness; b) flowers and seeds; c) photosynthesis and multicellularity; d) internal bone skeleton.
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Geological table Era Age, Ma Periods Archean 3500 Proterozoic 2570 Paleozoic 570 Cambrian Ordovician Silurian Devonian Carboniferous Permian Mesozoic 230 Triassic Jura Cretaceous Cenozoic 67 Paleogene Neogene Anthropogen
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44. A species or any other systematic category that arose and initially evolved in a given place is called: a) endemic; b) autochthonous; c) a relic; d) native. Autochthon - a taxon that has lived in a given area since its phylogenetic formation. Endemic - biological taxa, whose representatives live in a relatively limited area. Relics are living organisms that have survived in a certain region as a remnant of an ancestral group that was more widespread in ecosystems in past geological epochs. A relic is a residual manifestation of the past in our time. Aboriginal - a native inhabitant of a particular territory or country,
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45. Individual traits of a person depend: a) solely on the genotype; b) exclusively from the influence of the external environment; c) from the interaction of the genotype and the environment; d) solely on the phenotype of the parents. 46. For the first time, the idea of a species was introduced by: a) John Ray in the 17th century; b) Carl Linnaeus in the 18th century; c) Charles Darwin in the 19th century; d) N. I. Vavilov in the XX century. 47. Organelles, uncharacteristic for fungal cells, are: a) vacuoles; b) plastids; c) mitochondria; d) ribosomes.
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48. Which of the features characteristic of mammals is aromorphosis: a) hairline; b) the structure of the dental system; c) the structure of the limbs; d) warm-bloodedness. 49. The outstanding Russian biologist Karl Maksimovich Baer is the author of: a) the law of germline similarity; b) the law of independent inheritance of traits; c) the law of homologous series; d) biogenetic law. The author of the discovery The name of the law The essence of K. Baer The law of germline similarity In the ontogenesis of animals, signs of higher taxonomic groups (type, class) are first revealed, then, in the process of embryogenesis, signs of more and more particular taxa are formed: order, family, genus, species. Therefore, at earlier stages, embryos are more similar to each other than at later stages of development.
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50. The contours of the body of a flying squirrel, a marsupial flying squirrel, a woolly wing are very similar. This is a consequence of: a) divergence; b) convergence; c) parallelism; d) coincidence. 51. Genetic information in RNA is encoded by the sequence of: a) phosphate groups; b) sugar groups; c) nucleotides; d) amino acids.
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Polymers are called linear, the molecules of which are long chains that do not have branches. Branched polymers are called polymers, the macromolecules of which have side branches from the chain, called the main or main. 52. Of these compounds, branched polymers are: a) DNA and RNA; b) cellulose and chitin; c) starch and glycogen; d) albumin and globulin.
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53. Which of the processes cannot occur under anaerobic conditions: a) glycolysis; b) ATP synthesis; c) protein synthesis; d) fat oxidation. 54. The smallest amount of energy, when calculated per one molecule of a substance, a cell receives when: a) hydrolysis of ATP; b) fat oxidation; c) anaerobic digestion of carbohydrates; d) aerobic breakdown of carbohydrates. Hydrolysis - the interaction of substances with water, in which the decomposition of the original substance occurs with the formation of new compounds.
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55. It is possible to separate cells, organelles or organic macromolecules according to their density using the following method: a) electrophoresis; b) chromatography; c) centrifugation; d) autoradiography. 56. Of the plant cell components, the tobacco mosaic virus infects: a) mitochondria; b) chloroplasts; c) core; d) vacuoles.
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Since proteins contain 20 amino acids, it is obvious that each of them cannot be encoded by one nucleotide (since there are only four types of nucleotides in DNA, in this case 16 amino acids remain uncoded). Two nucleotides for coding amino acids are also not enough, since in this case only 16 amino acids can be encoded. This means that the number of coding sequences of four nucleotides by three is 43=64, which is more than 3 times the minimum number required to encode 20 amino acids. 57. If proteins included 14 amino acids, 1 amino acid could be encoded by: a) 1 nucleotide; b) 2 nucleotides; c) 3 nucleotides; d) 4 nucleotides. 42 = 16
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58. Male heterogamety is characteristic of: a) butterflies; b) birds; c) mammals; d) all answers are correct. 59. Various types of wild potatoes (genus Solanum) differ in the number of chromosomes, but it is always a multiple of 12. These species have arisen as a result of: a) allopatric speciation; b) polyploidy; c) chromosomal aberration; d) interspecific hybridization.
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60. In humans, the absence of sweat glands depends on a recessive sex-linked gene located on the X chromosome. In the family, the father and son have this anomaly, and the mother is healthy. The probability of occurrence of this anomaly in daughters in this family is: Given: Х Х - mother ХаУ – father (ill) Р Х ХАХa XaY F1 G Xa Xa У ХAY XaХа The boy is healthy. Girl, sick 25% 25% XA ХАХa Girl Healthy. 25% XaU Malch., ill 25% a A
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60. In humans, the absence of sweat glands depends on a recessive sex-linked gene located on the X chromosome. In the family, the father and son have this anomaly, and the mother is healthy. The probability of occurrence of this anomaly in daughters in this family is: a) 0%; b) 25%; c) 50%; d) 100%.
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C5. A healthy mother who is not a carrier of the hemophilia gene and a father with hemophilia (recessive trait - h) had two daughters and two sons. Determine the genotypes of the parents, the genotypes and phenotypes of the offspring, if the sign of blood clotting is sex-linked. Given: XH XN - mother XhY - father (ill) P X XHXN XhY F1 G XH Xh Y XHXh XHY Answer: 1) Genotypes of parents: mother - XHXN (gametes - XN); father - XhY (gametes - Xh and Y). 2) Genotypes and phenotypes of the offspring: girls - ХНХh (healthy, but carriers of the hemophilia gene); boys - XNU (everyone is healthy). Girl, Healthy, nose. Boy, healthy 50% 50%
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Bacteria are the causative agents of diseases - 1) plague, 2) cholera, 3) amoebic dysentery; 4) smallpox; 5) tuberculosis. a) 1, 2, 3; b) 1, 2, 5; c) 2, 3, 4; d) 2, 3, 5; e) 2, 4, 5. Diseases caused by bacteria: typhoid fever, diphtheria, tuberculosis, anthrax, cholera, gas gangrene, dysentery, pneumonia, plague, streptoderma, tonsillitis, whooping cough, botulism, bacterioses in plants. Diseases caused by viruses: rabies, chickenpox, hepatitis, influenza, rubella, some malignant tumors, smallpox, SARS, mumps, polio, AIDS, encephalitis, foot and mouth disease, measles.
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10. Bacteria are the causative agents of: 1) encephalitis; 2) plague; 3) measles rubella; 4) hepatitis. The causative agent is a virus The causative agent is a virus The causative agent is a virus
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Fecal-oral This way all intestinal infections are transmitted. The microbe with feces, vomit of the patient gets on food, water, dishes, and then through the mouth into the gastrointestinal tract of a healthy person. Liquid Characteristic for blood infections. Carriers of this group of diseases are blood-sucking insects: fleas, lice, ticks, mosquitoes, etc. Contact or contact-household Infection with the majority of sexually transmitted diseases occurs in this way when a healthy person is in close contact with a sick person. Zoonotic Carriers of zoonotic infections are wild and domestic animals. Infection occurs through bites or close contact with sick animals. Airborne This way all viral diseases of the upper respiratory tract spread. The virus with mucus, when sneezing or talking, enters the mucous membranes of the upper respiratory tract of a healthy person. The main ways of transmission of infection and their characteristics
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Group infectious diseases Infections included in the group Intestinal infections Typhoid fever, dysentery, cholera, etc. Respiratory tract infections, or airborne infections Influenza, measles, diphtheria, scarlet fever, smallpox, tonsillitis, tuberculosis Blood infections Typhoid and relapsing fever, malaria, plague, tularemia, tick-borne encephalitis, AIDS Zoonotic infections Rabies, brucellosis Contact-household Infectious skin and venereal diseases, sexually transmitted (syphilis, gonorrhea, chlamydia, etc.)
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2. During plasmolysis in a plant cell - 1) turgor pressure is zero; 2) the cytoplasm shrank and moved away from the cell wall; 3) cell volume decreased; 4) cell volume increased; 5) the cell wall can no longer stretch. a) 1, 2; b) 1, 2, 3; c) 1, 2, 4; d) 2, 3, 5; e) 2, 4, 5. If the cell comes into contact with a hypertonic solution (that is, a solution in which the concentration of water is less than in the cell itself), then water begins to flow out of the cell. This process is called plasmolysis. The cell shrinks.
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Plant cell turgor If adult plant cells are placed in hypotonic conditions, they will not burst, since each plant cell is surrounded by a more or less thick cell wall, which does not allow the inflowing water to break the cell. The cell wall is a strong inextensible structure, and under hypotonic conditions, the water entering the cell presses on the cell wall, tightly pressing the plasmalemma against it. The pressure of the protoplast from the inside on the cell wall is called turgor pressure. Turgor pressure prevents further entry of water into the cell. The state of internal tension of the cell, due to the high water content and the developing pressure of the contents of the cell on its membrane, is called turgor.
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A3. A plant cell placed in a concentrated salt solution: * 1) swells, shrinks 3) bursts 4) does not change If the environment plant cell environment, the concentration of dissolved substances will be higher than in the cell itself, then the cell loses water and shrinks. With the outflow of water, the contents of the cell shrink and move away from the cell walls. The phenomenon of lagging of the cytoplasm from the cell membrane is called plasmolysis. Cell membrane Concentrated salt solution Cell wall Water comes out Saline solution - an artificial solution containing some minerals(NaCl) approximately in the same concentration in which they are in the blood plasma ~ 0.9%. A solution in which the concentration of salts exceeds the concentration of salts in the plasma is called hypertonic. A solution in which the concentration of salts is lower than the concentration of salts in the blood plasma is called hypotonic.
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3. In arachnids, metabolic products can be excreted through - 1) antennal glands; 2) coxal glands; 3) maxillary glands; 4) protonephridia; 5) Malpighian vessels. a) 1, 4; b) 2, 3; c) 2, 5; d) 3, 4; e) 4, 5. COXAL GLANDS - paired secretions, organs of arachnids located in the cephalothorax.
Average general education
Biology
Getting ready for the exam in biology: a text with errors
Professor MIOO, Candidate of Pedagogical Sciences Georgy Lerner talks about the features of assignments No. 24 (text with errors) and No. 25 (questions) from the upcoming exam in biology. The final exams are getting closer, and the Russian Textbook corporation, as part of a series of webinars, helps to prepare for them, taking into account innovations and past experience.
- Do not "train" students on specific tasks. Future surgeons, veterinarians, psychologists and representatives of other serious professions must demonstrate an in-depth knowledge of the subject.
- Go beyond textbooks. On the profile exam, graduates will have to demonstrate more than knowledge of the program.
- Use proven guides. With a wide variety of materials on biology, many teachers choose publications of the Russian Textbook corporation.
- Allow for variability in answers. It is not necessary to present the reference formulation as the only correct one. The answer can be given in other words, contain additional information, differ from the standard in form and sequence of presentation.
- Practice answering questions in writing. Students often do not know how to give complete written answers even with a high level of knowledge.
- Learn to work with drawings. Some students do not know how to extract information from illustrations for assignments.
- Demonstrate knowledge of terminology. This is especially important in the second part of the exam. Appeal with concepts (preferably, literary).
- Express your thoughts clearly. Answers must be accurate and meaningful.
- Read the tasks carefully, consider all the criteria. If “Explain the answer”, “Give evidence”, “Explain the meaning” is indicated, then points are reduced for the lack of an explanation.
- Write the correct definition. In task No. 24, the error is not considered corrected if the answer contains only a negative judgment.
- Operate by elimination. In task number 24, first look for sentences that definitely contain or definitely do not contain errors.
Examples of tasks No. 24 and possible difficulties
Exercise: Find three errors in the given text. Indicate the numbers of sentences in which errors were made, correct them. Give the correct wording.
Example 1
Example 2
(1) Eukaryotic cells start preparing for division in prophase. (2) During this preparation, the process of protein biosynthesis occurs, DNA molecules are duplicated, ATP is synthesized. (3) In the first phase of mitosis, the centrioles of the cell center, mitochondria and plastids are doubled. (4) Mitotic division consists of four phases. (5) In metaphase, the chromosomes line up in the equatorial plane. (6) Then, in anaphase, homologous chromosomes diverge to the poles of the cell. (7) The biological significance of mitosis lies in the fact that it ensures the constancy of the number of chromosomes in all cells of the body.
Response elements:(1) Preparation for division begins at interphase. (3) The doubling of all named organelles occurs in the interphase. (6) Sister chromatids diverge to the poles of the cell in mitosis, not homologous chromosomes.
Note: The student can write "chromatids-chromosomes". There is a phrase in textbooks: “Chromatids are chromosomes”, so this wording will not be considered an error or will become a reason for appeal if the score is reduced for it.
The attention of students and teachers is offered a new tutorial which will help you successfully prepare for the unified state exam in biology. The handbook contains all the theoretical material on the course of biology, necessary for passing the exam. It includes all elements of the content, checked by control and measuring materials, and helps to generalize and systematize knowledge and skills for the course of the secondary (complete) school. The theoretical material is presented in a concise, accessible form. Each section is accompanied by examples of test tasks that allow you to test your knowledge and the degree of preparedness for the certification exam. Practical tasks conform to the USE format. At the end of the manual, answers to tests are given that will help schoolchildren and applicants to test themselves and fill in the gaps. The manual is addressed to schoolchildren, applicants and teachers.
Example 3
(1) Chromosomes contained in one cell of an animal are always paired, i.e. the same or homologous. (2) Chromosomes of different pairs in organisms of the same species are also the same in size, shape, and locations of primary and secondary constrictions. (3) The set of chromosomes contained in one nucleus is called a chromosome set (karyotype). (4) In any animal organism, somatic and germ cells are distinguished. (5) The nuclei of somatic and germ cells contain a haploid set of chromosomes. (6) Somatic cells are formed as a result of meiotic division. (7) Sex cells are necessary for the formation of a zygote.
Response elements:(2) Chromosomes of different pairs differ from each other in all of the above characteristics. (5) Somatic cells contain a diploid set of chromosomes. (6) Somatic cells are formed as a result of mitosis.
Note: Chromosomes are not always paired, so the student may identify the first sentence as wrong. If he correctly corrects the remaining three sentences, the score for this will not be reduced.
Example 4
(1) Amphibians are vertebrate animals that live in water and on land. (2) They swim well; swimming membranes are developed between the toes of anurans. (3) On land, amphibians move with the help of two pairs of five-fingered limbs. (4) Amphibians breathe with their lungs and skin. (5) Adult amphibians have a two-chambered heart. (6) Fertilization in tailless amphibians is internal; tadpoles develop from fertilized eggs. (7) Amphibians include lake frog, common toad, water snake, crested newt.
Response elements:(5) The heart of tadpoles is two-chambered. (6) In the vast majority of anurans, fertilization is external. (7) The water snake is classified as a reptile.
Note: The limbs of frogs are correctly called five-fingered, but the student can write that one pair of limbs in frogs is four-fingered. Without the rest of the stipulated corrections, this paragraph will be considered erroneous.
A new study guide is offered to the attention of students and teachers, which will help them successfully prepare for the unified state exam in biology. The collection contains questions selected by sections and topics tested at the exam, and includes tasks of different types and levels of complexity. Answers to all questions are given at the end of the manual. The proposed thematic tasks will help the teacher organize preparation for the unified state exam, and students will independently test their knowledge and readiness for the final exam. The book is addressed to students, teachers and methodologists.
Examples of tasks No. 25 and possible difficulties
Questions must be answered.
Example 1
What are the formations on the roots of a leguminous plant? What type of relationships between organisms is established in these formations? Explain the significance of these relationships for both organisms.
Response elements: 1. Formations on the roots of leguminous plants are nodules containing nodule Azotobacteria. 2. Type of relationship symbiosis of nitrogen-fixing bacteria and plants. 3. Nodule bacteria feed organic matter plants (plants provide bacteria with organic substances) 4. Nodule bacteria fix atmospheric nitrogen and provide.
Note: The student may be misled by the text of the assignment. Are we talking about the relationship between the organisms inhabiting the formations or between the plant and the organisms? Are there two or more organisms? Of course, the compilers of the papers strive for maximum clarity in the assignments, but inaccurate formulations still occur, and the graduate should be ready for this.
Example 2
What is the structural difference between a pine seed and a fern spore? List at least three differences
Response elements: 1. The seed is a multicellular formation, the spore is unicellular. 2. The seed has a supply of nutrients, the spores do not have this supply. 3. There is an embryo in the seed, the spore does not have an embryo.
Note: The spore is not a plant embryo. Students often confuse the concepts of "spore" and "embryo" - this should be paid attention to in preparation.
Example 3
List the membranes of the human eyeball and what functions they perform.
Response elements: 1. Protein membrane (sclera) - protection of internal structures; its transparent part - the cornea - protection and light refraction (optical function). 2. Vascular membrane - blood supply to the eye (pigment layer - absorption of light); its part - the iris - regulation of the light flux. 3. Retina - perception of light (or color) and conversion into nerve impulses (receptor function).
Note: This is a simple task in which students make many of the same mistakes. The guys do not write about the fact that the albuginea passes into the cornea, they do not write about the functions of the cornea associated with light refraction, about the transition of the choroid to the iris, that the iris provides eye pigmentation. On the other hand, students often mistakenly state that the lens and the vitreous body are also shells of the eye.
Example 4
Where are the sympathetic nuclei of the autonomic nervous system? In what cases is it activated and how does it affect the work of the heart?
Response elements: 1. The bodies of the first nuclei (neurons) lie in the central nervous system in the spinal cord. 2. The bodies of the second neurons lie on both sides along the spine. 3. The ANS is activated in a state of strong excitement during the vigorous activity of the body. 4. Increases heart rate.
Note: Issues related to the nervous system are always complex. It is worth carefully studying the options for tasks on this topic, as well as repeating the structure of the autonomic nervous system, its reflex arcs, the functions of the sympathetic and parasympathetic nervous systems.
In conclusion, we note that the graduate will pass the exam in biology at high score only if there is motivation, diligence and diligence. The responsibility for preparing for the exam lies largely with the student. The task of the teacher is to guide and, if possible, teach to learn.
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Working off tasks 31, 32 of part "C" of the OGE Master class Bryleva Alla Lvovna teacher of biology of the highest qualification category
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Skill test In task 31, the ability to determine energy consumption in various activities and make up a diet is checked. Task 32 tests the ability to justify the need for a rational and healthy eating
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Types of tasks in task 31 1 type: Task in the condition of which are indicated different kinds trainings or competitions and their duration. In the task, it is necessary to determine: 1) the energy consumption of the activity, 2) make a menu corresponding to the recommendations for breakfast, lunch or dinner, 3) determine the calorie content of the menu and 4) the amount of proteins, fats or carbohydrates in it. The task may also have additional conditions that must be taken into account when compiling the menu
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2nd type: The task in the condition of which the visit of excursions with a ready-made menu is indicated. It is necessary to determine: 1) the recommended calorie content of breakfast, lunch or dinner, with four meals a day, 2) the actual calorie content of the ordered menu, and 3) the amount of proteins, fats or carbohydrates received with food to their daily norm - No set menu. It is necessary: 1) to make a menu that is optimal in terms of calories, with a maximum content of BJU with four meals a day, 2) the recommended calorie content for breakfast, lunch or dinner corresponding to age, and 3) the amount of BJU in it
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Algorithm for solving the problem of the first type Tamara participated in city badminton competitions, and then decided to have dinner at a fast food restaurant. Using the data of tables 1 and 2, offer Tamara an optimal menu in terms of calories, with the maximum content of proteins, from the list of dishes and drinks in order to compensate for energy costs during the competition, which lasted for the girl for 2.4 hours. When choosing, keep in mind that Tamara will definitely order ice cream with chocolate filling. In your answer, indicate: Tamara's energy consumption during the competition; ordered dishes that should not be repeated; the calorie content of dinner, which should not exceed the energy consumption during the competition, and the amount of protein in it.
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answer Energy expenditure - 1080 kcal Meals ordered - chocolate ice cream, double McMuffin, rustic potatoes, tea without sugar Dinner calories - 1065 kcal Protein amount - 50g
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Mastering the skill of solving problems of the 1st type Olga, the master of sports in tennis, is at a training camp, where every day for four hours (morning and evening) she actively trains with her friends. In their free time between two workouts, the girls decided to have lunch at a fast food restaurant. Using the data of tables 1 and 2, offer Olga the menu that is optimal in terms of calories and protein ratio from the list of proposed dishes and drinks in order to compensate for your energy consumption of a two-hour morning workout. When choosing, keep in mind that Olga loves sweets and will definitely order ice cream with chocolate filling, as well as a sweet drink. However, the coach asked Olga to consume meals with the highest protein content. In your answer, indicate the energy consumption of the morning workout, the recommended meals, the calorie content of lunch and the amount of protein in it.
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Ivan Petrovich works as a postman and loves cycling, so he delivers correspondence on a bicycle at a speed of 10 km / h. In the first half of the day, he works 4 hours and then goes to lunch at a fast food restaurant. Using the data in tables 1 and 2, offer the man the optimal calorie, maximum carbohydrate menu from the list of proposed dishes and drinks in order to compensate for his energy expenditures for a four-hour bike ride. When choosing, keep in mind that Ivan Petrovich loves rustic potatoes very much and will definitely order two servings. In your answer, indicate: the energy consumption of the postman; ordered dishes; the amount of carbohydrates; the calorie content of lunch, which should not exceed the energy consumption while cycling.
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Nikolai and Vasily are lovers of playing tennis(singles). Every Sunday they compete with each other in this sport. Using the data in Tables 1 and 2, offer Nikolai the optimal calorie, maximum protein menu from the list of proposed dishes and drinks to compensate for his energy expenditure in the game, which lasted 2 hours. When choosing, keep in mind that he will definitely order an omelette with ham and a glass of Coca-Cola. In your answer, indicate: energy consumption when playing tennis; ordered dishes that should not be repeated; the calorie content of lunch, which should not exceed the energy consumption during the game, and the amount of protein in it.
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Nikolai and Vasily are tennis lovers. Every Sunday they compete in this sport. Using the data in Tables 1 and 2, offer Vasily the optimal calorie, maximum carbohydrate menu from the list of proposed dishes and drinks to compensate for his expenses in the game, which lasted 2 hours and 5 minutes. When choosing, keep in mind that he will definitely order a double McMuffin and Coca-Cola. In your answer, indicate: energy consumption when playing tennis; ordered dishes that should not be repeated; the amount of carbohydrates and calories, which should not exceed the energy consumption during the game.
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Peter, the defender of the basketball team, after an evening practice decided to have dinner at a fast food restaurant. Using the data in tables 1 and 2, offer Petr an optimal calorie, maximum carbohydrate menu from the list of dishes and drinks in order to compensate for energy expenditure during a workout that lasted 1 hour and 40 minutes. When choosing, keep in mind that Peter will definitely order an omelet with ham. In your answer, indicate: the athlete's energy consumption during training; ordered dishes that should not be repeated; the calorie content of dinner, which should not exceed the energy consumption during training, and the amount of carbohydrates in it.
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Garik is actively involved in table tennis. After a morning workout, he decided to have a bite to eat at a fast food restaurant. Using the data of tables 1 and 2, offer Garik an optimal calorie, maximum carbohydrate menu from the list of dishes and drinks in order to compensate for energy costs during training, if its duration was 130 minutes. When choosing, keep in mind that Garik will definitely order an omelette with ham. In your answer, indicate: the athlete's energy consumption during training; ordered dishes that should not be repeated; the calorie content of breakfast, which should not exceed the energy consumption during training, and the amount of carbohydrates in it.
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Algorithm for solving the problem of the second type 15-year-old Nikolai visited the State nature reserve"Pillars" in Krasnoyarsk. After the tour, he had dinner at a local fast food cafe. Nikolay ordered the following dishes and drinks for himself: Fresh McMuffin, rustic potatoes and a glass of Coca-Cola. Using the data of tables 1, 2 and 3, determine the recommended caloric content of dinner, the energy value of the ordered dishes, the amount of carbohydrates received with food and the ratio of the amount of carbohydrates received with food to their daily norm.
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Answer The recommended calorie content of dinner is 522 kcal The energy value of the ordered dishes is 865 kcal The amount of carbohydrates received with food is 115 g The ratio of the amount of carbohydrates received with food to their daily norm: 0.3 or 30%
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Practicing the skill of solving problems of the 2nd type During the autumn holidays, 17-year-old Daria visited the State Memorial and Natural Reserve “Museum-estate of L.N. Tolstoy Yasnaya Polyana. Before the start of the tour, Daria had breakfast at a local fast food cafe. The girl ordered the following dishes and drinks for her first breakfast: an omelet with ham, a small portion of french fries, vegetable salad and a glass of Coca-Cola. Determine: the recommended calorie content of the first breakfast, if Daria eats four times a day; real calorie content of the first breakfast; the amount of carbohydrates in meals and drinks, as well as the ratio of carbohydrates received with food to their daily intake. 14-year-old Peter visited Kazan during his winter holidays. Before an excursion to the Kazan Kremlin, he had breakfast at a local fast food cafe. The teenager ordered the following dishes and drinks for breakfast: Chicken Fresh McMuffin, vegetable salad, a small portion of french fries. Using the data in tables 1, 2 and 3, determine the recommended calorie content for Peter's first breakfast if he eats four times a day; the real energy value of the first breakfast; the amount of carbohydrates in breakfast dishes and drinks, as well as the ratio of carbohydrates received with food to their daily intake.
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14-year-old Sophia visited Pskov and its environs during the winter holidays. Before an excursion to the State Pushkin Reserve, she had breakfast at a local fast food cafe. The girl ordered the following dishes and drinks for her second breakfast: Fresh McMuffin, a small portion of french fries and a glass of Coca-Cola. Using the data in tables 1, 2 and 3, determine the recommended calorie content of a second breakfast if Sophia eats four times a day, the real energy value of the ordered second breakfast dishes, the amount of carbohydrates in meals and drinks, and the ratio of carbohydrates received with food to their daily norm. 17-year-old Nikolai visited Samara during the winter holidays. Before an excursion to the Samara Art Museum, he had breakfast at a local fast food cafe. The teenager ordered the following dishes and drinks for his first breakfast: an omelette with ham, orange juice, and a serving of rustic potatoes. Using the data in tables 1, 2 and 3, determine: the recommended calorie content of the first breakfast if Nikolai eats four times a day; the real energy value of the ordered breakfast; the amount of carbohydrates in meals and drinks, as well as the ratio of carbohydrates received with food to their daily intake.
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14-year-old Artyom visited Sochi during the winter holidays. Before starting the tour of the Olympic venues, he had breakfast at a local fast food cafe. The teenager ordered the following dishes and drinks for his second breakfast: Chicken Fresh McMuffin, ham omelette, a small portion of french fries and a glass of Coca-Cola. Using the data in tables 1, 2 and 3, determine: the recommended calorie content of the second breakfast if Artyom eats four times a day; the real energy value of the ordered second breakfast; the amount of carbohydrates in meals and drinks, as well as the ratio of carbohydrates received with food to their daily intake. 17-year-old Tatyana visited Tobolsk during her student winter holidays. Before the start of the tour “Tobolsk Kremlin – a masterpiece of stone architecture”, she had lunch at a local fast food cafe. The girl ordered the following dishes and drinks: a small portion of french fries, Fresh McMuffin, Caesar salad and orange juice. Using the data in tables 1, 2 and 3, determine: the recommended calorie content of lunch if Tatyana eats four times a day; the energy value of the ordered lunch; the amount of carbohydrates in meals and drinks, as well as the ratio of carbohydrates received with food to their daily intake.
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Algorithm for solving the problem of the third type 10-year-old Alexander visited Veliky Novgorod with his parents. Before the walking tour ancient city the family decided to have a bite to eat at a local fast food cafe. Using the data in tables 1, 2 and 3, calculate the recommended calorie content for Alexander's first breakfast if he eats four times a day. Offer the student the optimal calorie, maximum carbohydrate menu from the list of proposed dishes and drinks. When choosing, keep in mind that Alexander will definitely order tea without sugar. In your answer, indicate: the calorie content of the first breakfast; with four meals a day, ordered dishes that should not be repeated; their energy value, which should not exceed the recommended calorie content of the first breakfast, and the amount of carbohydrates in it.
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Answer Calorie content of the first breakfast - 357 kcal Ordered dishes: Chicken Fresh McMuffin, tea without sugar Energy value of the ordered dishes 355 kcal Amount of carbohydrates - 42 g
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Practicing the skill of solving problems of the 3rd type 15-year-old Svetlana visited Kostroma during her spring break. After an excursion to the Ipatiev Monastery, she decided to have a bite to eat at a local fast food cafe. Using the data in tables 1, 2 and 3, calculate the recommended calorie content of lunch if Svetlana eats four times a day. Offer the girl the optimal calorie content, with the maximum protein content menu from the list of proposed dishes and drinks. When choosing, please note that Svetlana will definitely order a double McMuffin and a glass orange juice. In your answer, indicate: the calorie content of lunch; ordered dishes with four meals a day; which should not be repeated; their energy value, which should not exceed the recommended calorie content of lunch, and the amount of protein in it. 12-year-old Olga visited Vladimir with her parents during the holidays. After visiting the Golden Gate, the family decided to have dinner at a local fast food restaurant. Using the data in tables 1, 2, and 3, calculate Olga's recommended dinner calories if she eats four meals a day. Offer your teenager an optimal calorie, low-fat menu from the list of suggested dishes and drinks. When choosing, keep in mind that Olga will definitely order a Caesar salad and a glass of tea with one spoonful of sugar. In your answer, indicate: the calorie content of dinner with four meals a day; ordered dishes that should not be repeated; their energy value and the amount of fat in it.
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10-year-old Alexander visited Veliky Novgorod with his parents. Before the walking tour of the ancient city, the family decided to grab a bite to eat at a local fast food cafe. Using the data in tables 1, 2 and 3, calculate the recommended calorie content for Alexander's first breakfast if he eats four times a day. Offer the student the optimal calorie, maximum carbohydrate menu from the list of proposed dishes and drinks. When choosing, keep in mind that Alexander will definitely order tea without sugar. In your answer, indicate: the calorie content of the first breakfast; with four meals a day, ordered dishes that should not be repeated; their energy value, which should not exceed the recommended calorie content of the first breakfast, and the amount of carbohydrates in it. 17-year-old Fedor visited Moscow during the winter holidays. Before a tour of the Tretyakov Gallery, he decided to have a bite to eat at a local fast food cafe. Using the data in tables 1, 2 and 3, calculate the recommended calorie content for a second breakfast if Nikolay eats four times a day. Offer the student the optimal calorie, maximum fat menu from the list of proposed dishes and drinks. When choosing, keep in mind that Fedor will definitely order a small portion of french fries and a glass of tea without sugar. In your answer, indicate: the calorie content of the second breakfast; ordered dishes that should not be repeated; their energy value, which should not exceed the recommended calorie content of a second breakfast, and the amount of fat in it.
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14-year-old Zinaida took part in a one-day excursion, and in the evening she had dinner at a fast food restaurant. Using the data in tables 1, 2 and 3, calculate the recommended calorie content of dinner if the girl eats four times a day. Offer Zinaida the optimal calorie, maximum carbohydrate menu from the list of proposed dishes and drinks. When choosing, keep in mind that Zinaida will definitely order a portion of country-style potatoes and tea with sugar. In your answer, indicate: the calorie content of dinner with four meals a day; ordered dishes that should not be repeated; their energy value, which should not exceed the recommended calorie content of dinner, and the amount of carbohydrates in it. 11-year-old Nikolai visited St. Petersburg during the winter holidays. Before an excursion to the Peter and Paul Fortress, he decided to have a bite to eat at a local fast food cafe. Using the data in tables 1, 2 and 3, calculate the recommended calorie content for a second breakfast if Nikolay eats four times a day. Offer the student the optimal calorie, maximum fat menu from the list of proposed dishes and drinks. When choosing, keep in mind that Nikolai will definitely order a glass of Coca-Cola. In your answer, indicate: the calorie content of the second breakfast with four meals a day; ordered dishes that should not be repeated; their energy value, which should not exceed the recommended calorie content of a second breakfast, and the amount of fat in it.
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Task 32 Task 32. Testing the ability to justify the need for a rational and healthy diet. In this task, several types can also be distinguished: Questions on the digestive system; Questions on metabolism and energy; Questions on endocrine and nervous regulation; Questions on thermoregulation and excretion.
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Examples of tasks on the digestive system: Explain why it is necessary to eat at the same time; not earlier than 3 hours and not later than 4.5 hours after the previous meal, and its duration should not be 20–25 minutes. Why do substances suitable for human consumption, such as milk or chicken broth, injected directly into the blood, cause the death of a person? Give at least two reasons. Why can't humans digest undigested food? Give at least two reasons. What role does hydrochloric acid play in digestion? List at least two of its functions. What is dangerous for a person low acidity of gastric juice? Give at least two reasons. What negative effect does smoking tobacco have on the digestion process? List at least two changes. What changes in the processes of digestion in the stomach causes alcohol? List at least two changes.
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During dinner, Peter complained that he sometimes suffered from heartburn. What is heartburn and what is it associated with? What are the changes in the processes of digestion in small intestine causes alcohol? List at least two changes. A German proverb says: "Well chewed is half overcooked." Explain its meaning from the perspective of the physiology of digestion. Give two explanations. What organs does the dentist warn about violations of the work of a smoking person and why? List at least two organs and two examples negative impact smoking on these organs. During lunch, friends will probably actively exchange impressions and look at photographs taken during the walk. Explain why Andrei and Peter should not be distracted and do other things while eating. Give at least two arguments.
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Explain in relation to nutrition why cleanliness is the key to health. Before ordering lunch in a cafe, Konstantin carefully studied appearance well-known products and the dishes offered from them, and after the ordered menu, he went to the toilet to wash his hands. Explain the actions of a teenager. Name two diseases of the digestive system. Give reasons for each of them. Name two infectious diseases of the digestive system. What organisms cause them? Justify the recommendations that should be followed during illness: eat easily digestible food; drink juice, tea, compote and generally more liquid People who are accustomed to eat a lot of food and drink a lot of liquid, the stomach is greatly stretched, and its muscles become weak. This negatively affects the work of other organs and the process of digestion. Why? At food poisoning vomiting, abdominal pain. Explain their importance to the body. What disorders in the functioning of internal organs and external manifestations of these disorders will the gastroenterologist of the smoker warn about? What kind preventive measures exist against infectious diseases of the digestive system? Name at least four measures.
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Examples of tasks on metabolism and energy: Thirteen-year-old Nikolai visited fast food coffee with his parents in the evening. Nikolai's body weight is 56 kg. Calculate the recommended calorie content and the amount of proteins, fats and carbohydrates (in g) in Nikolai's dinner, taking into account that the teenager eats four times a day. Why is it not enough for football player Fedor to take into account only the calorie content of foods when compiling a diet? Give two arguments. Which biological significance have fat in the human body? Name at least two values What foods contain cholesterol? What is dangerous for the human body high level blood cholesterol? How can you avoid excess fat and cholesterol in your diet? Specify two ways. What plant foods are a good source of protein? Why are adolescents advised not to cut out animal foods from their diet?
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Name two outward signs that a person's diet is deficient in protein. Often, with a lack of nutrition, they talk about a protein deficiency in the human diet, but why don’t they talk about carbohydrate or fat deficiency? Why should vitamins be included in the human diet? Name at least two functions of vitamins in the human body. In the experiment, the experimental animal was fed only food containing proteins and not containing carbohydrates. After the death of the animal, glycogen was found in its liver. What is glycogen? Explain its origin. What are the signs and symptoms of protein deficiency in the diet? Why do most nutritionists consider carbohydrates to be essential components of food? Give two reasons. AT chemical composition human cells include proteins, fats and carbohydrates. Human food must contain these substances. Indicate which of them can transform into each other and which cannot. What is water balance? How is it regulated in the human body? Why did the coach pay special attention to Olga's protein content in the ordered dishes? Specify at least two arguments.
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Examples of tasks on endocrine and nervous regulation: Hormones of which endocrine glands are actively involved in carbohydrate metabolism? Specify at least two glands and the hormones that these glands produce. Why should a person limit their sugar intake? Give at least two arguments Which drug is used by patients diabetes? Why is it administered intravenously, intramuscularly or subcutaneously, and not consumed in the form of tablets, capsules, mixtures? Why is the preparation of the pancreatic hormone, insulin, administered intravenously, intramuscularly or subcutaneously, and the preparations of hormones of the adrenal cortex, the so-called corticoids: hydrocortisone, cortisone, corticosterone, are taken as anti-inflammatory and anti-allergic drugs in the form of tablets? What part of the nervous system regulates fat metabolism? How is such regulation ensured?
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Questions on thermoregulation and excretion What is the purpose of a patient's health check when asked to do a urinalysis? What can a specialist detect in the urine if the patient has inflammation of the kidneys? Give at least two examples. During a many-hour excursion, which took place at an air temperature of about +10 ° C, Zinaida felt that she was cold. Using knowledge about the thermoregulation of the human body, explain why the girl experienced discomfort on the street. In 1 hour, the human body generates as much heat as it takes to boil 1 liter ice water. However, the temperature of the human body practically does not change. Why? Name at least two organs that are actively involved in maintaining a constant body temperature.
Instruction
Certain types of research are used to solve genetic problems. The method of hybridological analysis was developed by G. Mendel. It allows you to identify patterns of inheritance of individual traits during sexual reproduction. The essence of this method is simple: when analyzing certain alternative traits, they can be traced in the offspring. An accurate account of the manifestation of each alternative trait and each individual of the offspring is also carried out.
The basic patterns of inheritance were also developed by Mendel. The scientist deduced three laws. Subsequently, they are so - Mendel's laws. The first is the law of uniformity of hybrids of the first. Take two heterozygous individuals. When crossed, they will give two types of gametes. The offspring of such appear in a ratio of 1:2:1.
Mendel's second law is the law of splitting. its basis is that the dominant gene does not always suppress the recessive one. In this case, not all individuals among the first generation reproduce the characteristics of their parents - the so-called intermediate nature of inheritance appears. For example, when homozygous with red flowers (AA) and white flowers (aa) are crossed, offspring with pink flowers are obtained. Incomplete dominance is quite common. It is also found in some biochemical traits.
The third law and the last one is the law of independent combination of attributes. For the manifestation of this law, several conditions must be met: there must be no lethal genes, dominance must be complete, the genes must be located on different chromosomes.
The tasks of the genetics of sex stand apart. There are two types of sex chromosomes: the X chromosome (female) and the Y chromosome (male). A sex that has two identical sex chromosomes is called homogametic. Sex determined by different chromosomes is called heterogametic. The sex of the future individual is determined at the time of fertilization. In the sex chromosomes, in addition to the genes that carry information about the sex, there are others that have nothing to do with this. For example, the gene responsible for blood clotting is carried by the female X chromosome. Sex-linked traits are passed from mother to sons and daughters, but from father only to daughters.
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Sources:
- problem solving in biology genetics
- for dihybrid crosses and trait inheritance
All tasks in genetics, as a rule, come down to several main types: computational, to determine the genotype and to find out how the trait is inherited. Such tasks may be schematic or illustrated. However, in order to successfully solve any problem, including a genetic one, it is necessary to carefully read its condition. The decision itself is based on the implementation of a number of specific actions.
You will need
- - notebook;
- - a textbook on genetics;
- - a pen.
Instruction
First you need to determine the type of proposed task. To do this, it will be necessary to find out how many gene pairs for the development of the proposed traits, which traits are considered. Find out homo- or heterozygous in this case, interbreed with each other, and also whether the inheritance of a particular trait is associated with the sex chromosomes.
Find out which of the features proposed for study is (weak) and which is dominant (strong). At the same time, when solving a genetic problem, it is necessary to start from the premise that the dominant trait in the offspring will always manifest itself phenotypically.
Determine the number and type of gametes (sex). It should be borne in mind that gametes can only be haploid. Accordingly, the distribution of chromosomes during their division occurs evenly: each of the gametes will contain only one chromosome taken from a homologous pair. As a result, the offspring receives a "half" set of chromosomes from each of their own.
Make a schematic record of the conditions of the genetic problem in a notebook. At the same time, the dominant traits for the homozygous subject are in the form of a combination of AA, for the heterozygous - Aa. Undetermined genotype has A_. A recessive trait is written as a combination of aa.
Analyze the results and write down this numerical ratio. This will be the answer to the genetic task.
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In many similar tasks, the genotype of individuals proposed for crossing is not specified. That is why it is so important to be able to independently determine the genotype of parents by the phenotype or genotype of their offspring.
In the study of genetics, much attention is paid to problems whose solution must be found using the laws of gene inheritance. For most students of the natural sciences, solving problems in genetics seems to be one of the hardest things in biology. However, it is found by a simple algorithm.
You will need
- - textbook.
Instruction
To begin with, carefully read the problem and write down a schematic condition using special characters. Indicate what genotypes the parents have and what phenotype corresponds to them. Write down what kind of children came out in the first and second generations.
Note which gene is dominant and which is recessive, if it is in the condition. If splitting is given in the problem, also indicate it in the schematic notation. For simple problems, sometimes it is enough to write down the condition to understand the solution. tasks.
To successfully solve the problem, you need to understand which section it belongs to: monohybrid, dihybrid or polyhybrid crossing, sex-linked inheritance, or the trait is inherited by genes. To do this, calculate what splitting of the genotype or phenotype is observed in the offspring in the first generation. The condition can indicate the exact number of individuals with each genotype or phenotype, or the percentage of each genotype (phenotype) from . This data must be reduced to simple.
Pay attention to whether the offspring have signs depending on the sex.
Each type of crossing is characterized by its own special splitting and phenotype. All this data is contained in the textbook, and it will be convenient for you to write these formulas on a separate sheet and use them when solving problems.
Now that you have discovered the splitting that transmits hereditary traits in your problem, you can find out the genotypes and phenotypes of all individuals in the offspring, as well as the genotypes and phenotypes of the parents involved in the crossing.
All tasks on biology are divided into tasks on molecular biology and tasks by genetics. In molecular biology there are several themes that have tasks Keywords: proteins, nucleic acids, DNA code and energy metabolism.
Instruction
Decide tasks on the topic “Proteins” using the following formula: m(min) = a/b*100%, where m(min) is the molecular weight, a is the atomic or molecular weight of the component, b is the percentage of the component. The average molecular weight of one acid residue is 120.
Calculate the required values on the topic " Nucleic acids”, adhering to Chargaff: 1. The amount of adenine is equal to the amount of thymine, and guanine is equal to cytosine;
2. The number of purine bases is equal to the number of pyrimidine bases, i.e. A + G \u003d T + C. In the chain of a DNA molecule, the distance between nucleotides is 0.34 nm. The relative molecular weight of one nucleotide is 345.
Solve problems on the topic “DNA Code” using a special table of genetic codes. Thanks to her, you will find out which acid encodes a particular genetic code.
Calculate the answer you need for tasks on the topic " energy exchange» according to the reaction equation. One of the most common is: С6Н12О6 + 6О2 → 6СО2 + 6Н2О.
Search for genetics using a special algorithm. First, determine which genes are dominant (A, B) and which are recessive (a, b). A gene is called dominant, the trait of which manifests itself both in the homozygous (AA, aa) and in the heterozygous state (Aa, Bb). A gene is called recessive, the sign of which is manifested only when the same genes meet, i.e. in a homozygous state. For example, yellow seeded peas were crossed with seeded peas. The resulting pea plants were all yellow. Obviously, yellow is the dominant feature. Record the solution to this tasks so: A - the gene responsible for the yellow color of the seeds, and - the gene responsible for green color seed.R: AA x aa
G: A
F1: AaExist tasks of this type with several features, then designate one feature as A or a, and the second as B or b.
The study of genetics is accompanied by problem solving. They clearly show the operation of the law of inheritance of genes. Most students find these problems incredibly difficult to solve. But, knowing the solution algorithm, you can easily cope with them.
Instruction
Two main types can be distinguished. In the first type of tasks, the genotypes of the parents are known. It is necessary to determine the genotypes of the offspring. First determine which allele is dominant. Find the allele. Write down the genotypes of the parents. Write down all possible types of gametes. Connect . Define split.
In tasks of the second type, the opposite is true. Here, splitting in the offspring is known. It is required to determine the genotypes of the parents. Find, just as in tasks of the first type, which of the alleles is dominant, which is recessive. Determine the possible types of gametes. Based on them, determine the genotypes of the parents.
To solve the problem correctly, read it carefully and analyze the condition. To determine the type of problem, find out how many feature pairs are considered in the problem. Notice also how many pairs of genes control the development of traits. It is important to find out if they are homozygous or crossbreeding, what type of crossbreeding. Determine whether the genes are independent or linked, how many genotypes are produced in the offspring, and whether inheritance is sex-linked.
Start solving the problem. Make a short note of the condition. Write down the genotype or phenotype of the individuals involved in the crossing. Identify and mark the types of gametes formed. Write down the genotypes or phenotypes of the offspring resulting from the cross. Analyze the results, write them down numerically. Write the answer.