Didactic material on biology. Making visual aids in biology Variety of leaves visual aid
Biology belongs to the natural sciences. The main methods of cognition of the laws of life are observation and experiment. Mastering these methods has not only scientific, educational, but also developing and educational value.
K.A. Timiryazev wrote: “... people who have learned ... observations and experiments acquire the ability to raise questions themselves and receive actual answers to them, finding themselves at a higher mental and moral level in comparison with those who have not done such a school.”
In the teaching of biology, various forms of experimental and research work students. This is a demonstration experiment, laboratory and practical work of a cameral nature, excursions, phenological observations, field practices, expeditions and summer assignments. Each form plays its own role in the educational process, differing in the degree of individualization and the complexity of the organization, the scale of the work performed and the breadth of student involvement in active activities.
In our gymnasium, we offer students summer creative assignments. Since 1995, within the framework of the long-term creative general gymnasium project "Summer Gymnasium", they have been included in the system of extracurricular project and excursion research activities of students and teachers of the gymnasium in biology, geography, ecology, history, physics, chemistry, computer science, mathematics, foreign languages, together with teachers and students of higher educational institutions of the cities of Shuya and Ivanovo.
Summer tasks are carried out in the most favorable period of the year, when all life processes are intensively proceeding and noticeable changes in wildlife occur. In summer, the closest people are to nature, the activity of communicating with it.
The system of summer creative tasks developed by us for students in grades 5-10 includes preparatory, working and reporting stages. The subject matter of the work covers the entire course of school biology.
There are assignments for different levels. Children can choose a task according to their interests and abilities. When completing the task, students receive methodological assistance:
- Instructional cards were drawn up for different types of tasks;
– a selection of bioecological research methods has been accumulated,
– individual and group consultations are organized during the academic year and during holidays.
The research activity of high school students in the summer is mainly associated with environmental monitoring of the environment in their areas of residence. Thus, they become participants in the collective research project "We and Our City".
Such work in the microdistrict of our gymnasium is aimed at compiling an ecological passport for the unique territory of the center of the city of Shuya in order to assign it the status of a natural monument in the future. This is a multi-year environmental project, including field research, chemical analysis, biological indication. The work is led by teachers of biology, geography, chemistry, the scientific supervisors of the project are teachers of the Natural Geography Faculty of the Shuya State Pedagogical University (SHPPU).
Excursions of a natural science profile are conducted in three main areas: medical, agricultural and environmental.
Summer assignments for students of the 10th natural science class are closely intertwined with their activities during creative practice at the Yasen summer profile camp. For graduates of the physics and mathematics class, it is interesting to develop topics on bionics, the technical implementation of the perfect principles of the structure and functioning of living systems:
– biomechanical models,
– live weather stations,
– biocommunication, dowsing and navigation,
- beauty and expediency in architecture, etc.
We consider the success of our students to be the most important result of our work. They become prize-winners and winners of city and regional Olympiads in biology and ecology; winners of city competitions of research works of students in the field of ecology and diploma winners of regional environmental conferences.
Graduates of the 9th and 11th grades annually defend research abstracts at the final certification. Our students present their research works and collective projects at the scientific conference of students of the Faculty of Natural Geography of the ShSPU.
Topics of summer assignments for the course "Plants, bacteria, fungi, lichens"
1. General acquaintance with flowering plants
1.1. Organs of a flowering plant.
1.2. Annual and biennial plants.
1.3. Variety of trees.
1.4. Variety of shrubs.
1.5. Variety of shrubs.
2. Root
2.1. Types of root systems.
2.2. The influence of picking on the development of root systems.
2.3. Effect of fertilizers on the growth and development of plants.
3. Escape
4. Flower and fruit
4.1. Bisexual flowers with single and double perianth.
4.2. Separate flowers. Monoecious plants.
4.3. Separate flowers. Dioecious plants.
4.4. Types of inflorescences.
4.5. Variety of dry fruits.
4.6. Dispersal of fruits and seeds by wind.
5. Ecology of plants
5.1. Meadow plants.
5.2. Forest plants (mixed, pine, spruce).
5.3. Plants of dry habitats.
5.4. Aquatic and coastal plants.
5.5. Swamp plants.
5.6. Ephemeroids.
6. Classification of flowering plants
6.1. The structure of flowers of plants of various families.
6.2. Variety of plants of different families.
7. Agricultural plants
7.1. Phases of development of wheat.
7.2. Variety of oilseeds.
7.3. Variety of fruit and berry crops.
8. The main divisions of plants
8.1. Variety of algae.
8.2. Variety of bryophytes.
8.3. Variety of ferns.
8.4. Variety of gymnosperms.
9. “Bacteria. Mushrooms. Lichens»
II. Experimental work
Variety study of field, vegetable, fruit and berry, ornamental plants.
Studying the effectiveness of different methods of vegetative propagation:
- potatoes with whole tubers, tops, eyes, sprouts;
- gooseberries with horizontal, arcuate, vertical layering;
- currants with lignified and green cuttings;
- garlic air bulbs and cloves;
- peonies by dividing the bush, cuttings, layering.
The study of the influence on the growth, development, productivity of plants of such agricultural practices as:
– various ways pre-treatment planting material (heating, hardening, vernalization, chemical action, irradiation, etc.);
- terms of sowing, hilling, irrigation, loosening;
- pinching, tweezing, picking;
- change in the feeding area, the use of film shelters;
- the use of different types of fertilizers (organic, mineral, bacterial), their doses, methods of application, etc.
III. Observations, research in nature, project activities
Study of the influence of various factors on the growth and development of plants.
Study of the state of trees and shrubs in the area of residence.
Lichen indication of the state of the air in the area of residence.
The study of plant adaptations to cross-pollination.
Study of plant community standing reservoir.
Project activity on phytodesign.
Reports on excursions to museums, botanical gardens, natural communities.
Phenological observations.
instruction card
Production of a visual aid (handout) "Phases of development of wheat"
2. Watch its development by fixing the dates:
1) shoots,
2) the appearance of the third leaf,
3) tillering,
4) going into the handset,
5) earing,
6) flowering,
7) maturation (milk, wax, full maturity).
3. Dig up and dry several plants in each phase of development.
4. Carefully mount the plants in different phases of development in the observed sequence on a thick sheet of A4 paper, indicating the phases and dates of their appearance.
5. Prepare 5-15 such montages.
6. Accompany your visual aid with a description of the biological characteristics of the crop and variety.
Paporkov M.A. and etc.
instruction card
Study of plant adaptations to cross-pollination
1. Determine the methods of pollination in various kinds plants through simple visual observation.
2. Place glass slides smeared with petroleum jelly near the flower. Examine under a microscope the pollen of the investigated plant species adhering to the glass, describe and draw it.
3. Carefully consider the structure of flowers of different plants. Find out how they are adapted to a particular type of pollination. Describe and draw flowers and their adaptations.
4. Make observations on the "behavior" of flowers. Find out the time of their opening, describe and sketch the sequence of bending, unwinding the petals, stretching the stamens, changing the position of the flower, etc. Determine the lifespan of a flower.
5. Follow the "behavior" of the inflorescences, the arrangement of flowers in them. Find out if the flowers in the inflorescence are the same, whether they open at the same time.
6. Observe the behavior of insects on the plants under study: which insects visit the flowers, how the insect sits on the flower, how long it stays on it. Follow the movements of the legs and oral apparatus insect. Calculate the frequency of visits by insects to a flower in one hour at different times of the day.
7. You can follow the features of pollination of one plant species in different conditions (in the forest, in the meadow, at the edge ...).
8. Establish a connection between the structure and "behavior" of flowers and inflorescences of plants, insects.
9. Make a report on the work done, using descriptions, drawings, photographs.
Make a presentation at a lesson, a school environmental conference.
1. Aleshko E.N. Reader on botany for grades 5–6. – M.: Enlightenment, 1967. S. 84–93.
2. Plant life. T. 5 (1). – M.: Enlightenment, 1980. S. 55–78.
3. Traitak D.I. Book for reading on botany. For students in grades 5–6. – M.: Enlightenment, 1985. S. 63–80.
instruction card
Conducting an experiment on the topic: "Influence of planting material on the potato crop"
1. This experience is accompanied by practice in keeping a research diary. Design the title page of the diary: the topic of the experience, who performed it (last name, first name of the student, class, school, city, region), head of the experience, year of bookmarking the experience.
2. Purpose of experience.
3. Biological features of culture, varieties.
4. Scheme of the experiment: options, repetition, plot size (sq. m), area under the experiment, drawing of the location of plots and repetitions.
5. Description of the site: relief, soil, weediness, predecessor, fertilizers.
6. Calendar work plan for the experiment.
Name of works |
date according to the plan |
date of completion |
Planting the tops of tubers in a box |
||
| Planting sprouts in a box | ||
| Bookmarking tubers for vernalization |
||
| Cutting tubers into eyes, planting them in a box | ||
| Soil preparation | ||
| Rooting shoots from eyes |
||
| Planting seedlings, tubers in the ground | ||
| Loosening 5–10 days after planting | ||
| Watering in dry weather (2-3 buckets per sqm) | ||
| First hilling and weeding |
||
| Top dressing: 10 l for 12 pcs. (30 g ammonium sulfate, 40 g double superphosphate, 70 g potassium chloride) |
||
| Second hilling, weeding | ||
| Cleaning, accounting, sorting |
7. Monitoring the growth and development of plants.
8. Harvesting and crop accounting.
9. Conclusion from experience and its biological justification.
10. Conclusion of the teacher, evaluation of the work.
Paporkov M.A. and etc. Educational and experimental work at the school site: A guide for teachers. – M.: Enlightenment, 1980.
Topics of summer assignments for the course "Animals"
I. Manufacturing training visual aids
Demonstration collections
1. Mollusk shells.
2. Detachment Coleoptera, or Beetles.
3. Order Lepidoptera, or Butterflies.
4. Detachment Diptera, or mosquitoes and flies.
5. Order Hymenoptera.
6. Detachment Hemiptera, or Bedbugs.
7. Order Orthoptera.
8. Dragonfly Squad.
9. Construction art of caddisflies.
10. Leaves damaged by insects.
11. Amazing feathers.
Collection handout
1. Mollusk shells.
2. Trunk and tail vertebrae of fish.
3. Scales of various types of fish.
4. Maybug.
5. Lime shell of a bird's egg.
6. Types of bird feathers.
II. Conducting observations and experiments
Obtaining a culture of ciliates, studying their structure and behavior.
Detection of hydras in a natural reservoir, the study of their structure, behavior, reproduction.
The content of planarians in an aquarium, the study of their structure, behavior, methods of reproduction.
Study of the structure, behavior and soil-forming activity of earthworms.
Study of external structure, behavior and reproduction of the common pond snail.
The study of the external structure, behavior and development:
- butterflies of cabbage whitefish (cabbage moth, apple moth, apple codling moth);
- ringed silkworm (winter scoop, etc.);
- Colorado beetle (click beetle, ladybug, ground beetles, etc.);
- Hymenoptera: ants, bees, wasps, bumblebees, sawflies, etc.;
- Diptera: mosquitoes (biters, ringers, peeps), midges, midges, etc .;
- caddisflies;
- spiders (cross, silverfish, dolomedos, etc.).
The study of the external structure, behavior and development of fish.
Breeding new breeds of aquarium fish.
Observation of the development and behavior of the common frog (grey toad, common newt).
Reptile observation.
Bird watching.
Pet observation.
instruction card
Study of the structure, behavior and soil-forming activity of earthworms
The family of true earthworms, or Lumbricidae, ( Lumbricidae) includes about 300 species. The most common species in the middle zone of the European part of Russia is the common earthworm, or a large red creep, ( Lumbricus terrestris), characterized by large size, flattened and widened caudal end and intense coloration of the dorsal side of the anterior third of the body. This view is convenient for observations and experiments.
1. Catch several specimens of the common earthworm, place one of them on flat surface and study its external structure.
– What is the shape of the body earthworm?
Why is an earthworm called annelids?
- Find the anterior (more thickened and darker) and posterior ends of the worm's body, describe their coloration.
- Find a thickening on the body of the worm - a belt. Count how many segments of the body form it.
Turn the worm with the ventral side up, run a finger moistened with water along the ventral side from the back end of the body to the head. What do you feel? Let the worm crawl across the paper. What do you hear?
Using a magnifying glass, find the bristles, describe their location and meaning.
Determine the speed with which the worm moves on glass and rough paper, how the shape, length and thickness of the body changes in this case. Explain the observed phenomena.
2. Observe how the worm reacts to stimuli. Touch it with a needle. Bring a piece of onion to the front end of the body without touching the worm. Light up with a flashlight. What are you observing? Explain what's going on.
3. Make a narrow-walled cage from two identical glasses (12 × 18 cm) and a spacer between them (rubber tube, wooden blocks). Fasten the glasses together with brackets cut from thin tin. You can also use two glass jars (half a liter and mayonnaise), putting the smaller one in the larger one.
4. Pour a small (about 4 cm) layer of moistened humus soil into the cage, then a layer of sand and again humus. Place 2-3 small earthworms on the surface of the cage. Watch how the worms will dig into the topsoil. Try to grab a half-buried worm by the end of the body to pull it back. Is it easy to do? Why?
5. Describe, draw, or photograph changes in cage soil conditions in detail every 3-5 days. Explore inner surface earthworm moves. What is the significance of mucus for the life of a worm in the soil?
6. Place 3-4 worms in a glass jar and fill half of the jar with clean sand. Keep the sand damp, lay fallen leaves, tops on the surface of the sand various plants, slices of boiled potatoes. Follow what happens to them. After a month, measure the thickness of the formed humus, draw a conclusion about the effect of earthworms on the composition and structure of the soil, its fertility.
7. Make a detailed report on the experiments and your observations, accompanying the description with drawings, photographs. Assess the importance of the activity of earthworms in nature and for humans.
1. Raikov B.E., Rimsky-Korsakov M.N. Zoological excursions. – M.: Topikal, 1994.
2. Brown W. Handbook of a nature lover / Per. from English. - L .: Gidrometeoizdat, 1985.
3. Animal life. T. 1. S. 387. - M .: Education, 1988.
instruction card
Pet watching
1. The history of domestication of this type of animal.
2. Biological and economically valuable features of this breed.
3. The history of the appearance of this animal in your home.
4. Appearance of the animal (size, body weight, color of integument).
5. Conditions of detention:
- the room and its characteristics (area, volume, temperature, illumination, ventilation);
- walking - a device, its meaning;
– cleaning of the premises: frequency and means.
6. Feeding:
- feed, their preparation for feeding;
– biological substantiation of the feed ration;
- mode of feeding;
- feeders, drinkers, their device.
7. The behavior of the animal, its character, habits. Meaning conditioned reflexes for animal care. (What conditioned reflexes, how and for what purpose did you develop in your animal?)
8. Obtaining offspring and features of caring for him. Relationships between the sexes and generations.
9. Preventive measures for the most common diseases and treatment of sick animals.
10. Your relationship with the animal. Their importance to you and to him.
11. Make a report on the work done, using descriptions, sketches, photographs, literary materials.
1. Akimushkin I.I. World of animals: stories about pets. – M.: Mol. guard, 1981.
2.Onegov A. Youth school. – M.: Det. lit., 1990.
3. Harriot J. About all creatures - large and small / Per. from English. Ed. D.F. Osidze. – M.: Mir, 1985.
Topics of summer assignments for the course "Man and his health"
1. The study of factors affecting the growth and physical development of the body:
1) questioning on topics:
- the state of your health,
- degree of anxiety
- the nature of the food,
- physical activity,
- daily regime;
2) self-control of indicators of their physical development during summer period(school year);
3) predicting your growth using various methods;
4) determination of the harmony of the physical appearance of their parents;
5) analysis of factors influencing the physical state of the organism, and determination of ways of self-improvement.
2. Conducting an experiment on the formation and inhibition of a conditioned reflex, observing the reflex behavior of humans and animals.
3. Work on professional self-orientation "Choice of profession".
4. Essay essay on the topic "Beauty as biological expediency."
instruction card
Formation and inhibition of a conditioned reflex
1. An approximate scheme for the development and inhibition of a conditioned reflex for time in a person:
- set the alarm for the same time,
- determine after how many days you began to wake up on your own by this time,
– do not set an alarm clock and do not observe the wake-up time,
- determine how long the developed reflex of waking up at a certain time will disappear,
Give a physiological explanation for the observed phenomena.
2. An approximate scheme for the development of inhibition of a conditioned reflex in animals:
– carry out regular work on accustoming the dog to the execution of any command, encouraging its correct actions with a treat,
- determine after what time the dog, without waiting for the treat, confidently begins to execute the command,
- further do not encourage the dog,
– determine after what time it stops responding to your command,
- present a diary of observations,
- Give a physiological justification for the observed phenomena.
3. Try to offer your own schemes for the development and inhibition of a conditioned reflex in a person or animal.
4. Observe the natural development and inhibition of various conditioned reflexes in yourself, close and familiar people, pets. Provide a description and physiological explanation for the observed reflexes.
1. Tsuzmer A.M., Petrishina O.L. Biology: man and his health. Textbook for 9th grade high school. - M .: Education, 1990. § 49-50.
2. Rokhlov V.S. Biology: Man and his health. 8th grade: Proc. for general education institutions. – M.: Mnemosyne, 2005.
§23–27.
instruction card
Work on professional self-orientation
Choosing a profession is a very important moment in the life of every person. Your material well-being, your spiritual satisfaction, your happiness will depend on the success of this choice. Working on the task will allow you to more consciously make this important life choice - the choice of a profession.
1. Start choosing a profession with a diagnosis of the severity of your personality's interests. To do this, you must pass special psychological tests with the help of a school psychologist or employees of the local Employment Center.
2. Try to get to know the chosen profession better, make as complete a description of it as possible according to the following approximate plan:
- personal importance of the profession,
- public demand this profession,
- physical and mental components, working conditions in the chosen profession.
3. Determine the compliance of personal qualities with the requirements of the chosen profession:
- health status,
- physical fitness,
- orientation of interests,
- features of thinking, memory,
- contact, etc.
4. Make a program of possible self-improvement in the chosen direction.
1.Klinkov S.A. How to choose a profession. – M.: Enlightenment, 1990.
2. Tsuzmer A.M., Petrishina O.L. Biology: man and his health. Textbook for the 9th grade of high school. - M .: Education, 1990. § 56–57.
Topics of summer assignments for the course "General Biology"
I. Production of teaching and visual aids (handout for laboratory work)
Topics of laboratory work and necessary manuals
1. Morphological features plants of different species: herbarium of varieties of wheat, barley, rye, etc.
2. Phenotypes of local plant varieties: herbarium different varieties one type of wheat, barley, rye, etc.
3. Variability of organisms: herbariums, collections of seeds and fruits of polyploid plants.
4. Construction of a variation series and a variation curve of the modification variability of a trait: sets of leaves of one tree, shrub; collections of fruits and seeds of one self-pollinating plant (pea, etc.)
5. Adaptability of organisms: herbarium of plants different places habitat; collection "Adaptive changes in the limbs of insects" (May beetle, ground beetle, mole cricket, house fly, smooth bug).
II. Experimental, experimental, design activities
Theme "Fundamentals of Genetics"
1. The main patterns of inheritance of traits.
Monohybrid crossing: "Inheritance of seed color traits in peas (corn)".
Incomplete dominance: "Inheritance of signs of spininess in wheat"; "Inheritance of the color of the perianth in the night beauty ( snapdragon, cosmos)".
Dihybrid cross: "Inheritance of traits of color and shape of seeds in peas"; "Inherited
formation and coloration of fruits in tomatoes”.
Analyzing cross: “Finding out the number
variety of peas with yellow smooth seeds.
Interaction of genes: "Inheritance of the form of fruits in a pumpkin"; "Inheritance of fruit color in pumpkin"; "Inheritance of the Strawberry Ability to Form Mustaches".
Linked inheritance: "Inheritance of seed color traits and endosperm character in maize".
Sex-linked inheritance: "Patterns of inheritance of plumage color in chickens (canaries)".
2. Basic patterns of trait variability.
"Patterns of modification variability of traits in organisms".
"Study of polyploids in wheat, sugar beets".
"Introduction to Gene Mutations Illustrating the Law of Homologous Series in Hereditary Variation".
Theme "Fundamentals of selection"
"The study of various types, varieties and varieties of cabbage, wheat, sunflower, etc."
"A Study of Heterosis in Tomatoes".
"Performing Individual Selection in Wheat".
"Performing mass selection in rye".
"Obtaining new sphere-resistant gooseberry varieties based on interspecific hybridization".
"Study of breeds of chickens with different directions of productivity".
"Study of breeds of rabbits with different colors and quality of wool".
Theme "Evolutionary doctrine"
The role of variation in evolution: "The study of the variation of a trait in a population".
Intraspecific struggle for existence: "Influence of planting density (nourishing area) on the growth, development and yield of carrots, on the duration of flowering of asters, etc."
Interspecies Struggle for Existence: "Studying the Mutual Oppression of Species at the Darwin Site"; "Study of mutual favoring of species in joint crops of peas and oats, corn and beans, alfalfa and wheatgrass, etc.".
Theme "Fundamentals of Ecology"
Study of the influence of various abiotic factors on the growth and development of plants.
“Influence of day length on the development of long-day plants. Experience with radish.
“Influence of day length on the development of short-day plants. Experience with millet.
"Influence of the habitat on the growth and development of the arrowhead".
"Influence of different illumination on the growth and development of dandelion".
"Influence of different illumination on the color of coleus leaves".
"Effect of temperature variation on flower color in Chinese primrose".
"Influence of Temperature on Rabbit Fur Color".
Theme "Biosphere and scientific and technological progress"
Collective research project"We and our city"
"The Clean Water Problem".
"The air we breathe"
City and household waste.
"Production and consumption of energy in the city".
city industry. Environmental problems, search for solutions”.
"Car in the city. Problems, search for solutions.
"Green Zones of the City".
« Country cottage area like an ecosystem."
"Home in the City".
"Ecological state of school premises".
"My needs and ecology".
"Citizen's Health"
"The city of the future is the future of the city."
Collective research project "MasTerek nature"
"Bionics is the science of the greatest possibilities."
"World of Feelings"
"Live barometers, hygrometers, seismographs".
"Biomechanics".
"The harmony of beauty and expediency".
"Biological connection".
3. Abstract works.
"Twin Method in Human Genetics".
"Greatness and tragedy of Russian genetics".
"Lysenko vs. Vavilov - the truth is not in the middle."
"The Life and Works of Charles Darwin".
"The theory of natural selection - supporters and opponents".
"Hypotheses for the Origin of Life on Earth".
"Hypotheses of the Origin of Man".
"Rhythms of Life".
"The diversity of life on the planet as a unique value."
instruction card
The study of the variability of a trait in a population
1. During the summer period, collect material on the intraspecific variability of the trait (in 25–50 individuals of the same species, breed, variety).
2. These may be signs such as:
- height of children (boys and girls separately);
- the size of beetles (May, Colorado, etc.);
- daily milk yield of a group of cows of the same breed;
- the size of the ears of wheat, rye;
- the size of flowers of tomatoes (cucumbers, strawberries, etc.) of one variety;
- the size of fruits, seeds, the number of seeds in the fruit of plants of peas, beans, beans of the same variety;
- the size of tubers of potato plants of the same variety that do not belong to the same bosom;
- the size of acorns collected in an oak grove;
- the size of chickens of the same age of the same breed;
- the size of eggs of hens of the same breed, etc.
3. Process the collected material:
- make a variational series of the expression of the trait under study in the population and indicate the frequency of occurrence of each variant;
- determine the average value of this trait in the population;
- build a graph of the relationship between the magnitude of the trait and the frequency of its occurrence in the population.
4. Set the pattern of variability of this trait in the population.
5. Draw up the work on an A4 sheet.
6. Use the results obtained when studying the question "Forms of natural selection in populations."
7. Think:
- what is the difference between the concepts of "gene pool of a population" and "genotype of an organism";
- what is the difference between the formation of the average value of the trait of the organism and the average value of the trait of the population;
- what is the biological significance of the variability of a trait of an organism and the variability of a trait in a population of organisms.
Belyaev D.K. and etc. General biology: Proc. for grades 10–11 general education institutions. - M .: Education, 2001. § 30, 44.
Excursion activities during the summer creative practice
Medical direction
I. Blood transfusion station.
1. Importance of donated blood.
2. Requirements for the donor.
3. Preparation of materials and equipment.
4. Technique for taking blood and plasmaphoresis.
5. System of blood tests.
6. Conservation and storage of blood.
7. Requirements for SEC employees: official duties, level of education and qualifications, personal qualities.
II. Municipal industrial pharmacy.
1. The place of the pharmacy in the system of medical care.
2. Pharmacy departments, their purpose and equipment.
3. Requirements for pharmacy employees: job responsibilities, level of education and qualifications, personal qualities.
4. Prospects for the development of the pharmacy business.
III. Drug Dispensary.
1. Narcotic substances: their diversity, origin, impact on the human body.
2. Significance of the narcological service, its organization.
3. Departments of the drug dispensary, their purpose and equipment.
4. The situation with the spread of drugs in the Russian Federation, Ivanovo region, g.o. Shuya and Shuya district.
5. Preventive work.
6. Requirements for employees of the drug dispensary: job responsibilities, level of education and qualifications, personal qualities.
IV. Shuisky regional dermatovenerologic dispensary.
1. The concept of venereal diseases.
2. Characteristics of the most common sexually transmitted diseases.
3. Medical and social problems associated with sexually transmitted diseases.
4. Departments of the dermatovenerological dispensary, their purpose and equipment.
5. Situation with the spread of venereal diseases in the Russian Federation, Ivanovo region, g.o. Shuya and Shuya district.
6. Preventive work.
7. Requirements for employees of the dermatovenerological dispensary: job responsibilities, level of education and qualifications, personal qualities.
Agricultural direction
I. Zonal veterinary laboratory.
1. Historical reference.
2. Appointment of the laboratory.
3. The main departments of the laboratory, their tasks and equipment.
4. The situation with the spread of animal diseases in the Russian Federation, Ivanovo region, o. Shuya and Shuya district.
5. Problems and prospects of this division of the veterinary service in the Russian Federation, Ivanovo region, g.o. Shuya and Shuya district.
6. Requirements for employees of the veterinary laboratory: job responsibilities, level of education and qualifications, personal qualities.
II. Veterinary laboratory in the central market.
1. Appointment of the laboratory, equipment.
2. Main directions and scope of research.
3. The situation with the state of agricultural products supplied to the central market.
4. Problems and prospects of this division of the veterinary service in the Russian Federation, Ivanovo region, g.o. Shuya and Shuya district.
5. Requirements for employees of the veterinary laboratory: job responsibilities, level of education and qualifications, personal qualities.
III. Veterinary station for the fight against animal diseases.
1. Purpose of the station, its structure and equipment.
2. The most common animal diseases, the volume of veterinary care.
3. Problems and prospects of this division of the veterinary service in the Russian Federation, Ivanovo region, g.o. Shuya and Shuya district.
4. Requirements for employees of the veterinary station: job responsibilities, level of education and qualifications, personal qualities.
IV. Greenhouse facilities of AOZT "Shuyskoye".
1. Production direction of the economy.
2. Biological features of cultivated crops.
3. Technological cycle of growing various crops.
4. Features of varieties used for protected ground.
5. Profitability of the economy, development prospects.
6. Requirements for greenhouse workers: job responsibilities, level of education and qualifications, personal qualities.
v. Oil extraction plant.
1. History of the plant.
2. Raw materials, products, sales market.
3. Technological cycle.
4. Main workshops, their purpose and equipment.
5. Economic and environmental problems of the plant, development prospects.
6. Number of employees, staffing, job responsibilities, personal qualities.
Ecological direction
I. Ecology Committee.
1. The history of the creation of the committee, the regulatory documents underlying its activities.
2. Purpose, tasks, structure of the committee.
3. Staff, professions. Financing.
4. Environmental problems of the city: gas pollution, garbage, landscaping.
II. City head water intake facilities.
1. The history of the creation of urban head water intake structures.
2. Technological cleaning cycle river water supplied to the city water supply network:
- water intake
– mechanical and chemical water treatment system, equipment, value,
– chemical and bacteriological analysis of water, laboratory equipment,
– catchment basin, its area, arrangement.
3. Environmental and economic problems of water intake facilities, ways to solve them.
4. Service personnel: education, job responsibilities, personal qualities.
III. City treatment facilities.
1. The history of the creation of urban treatment facilities.
2. Technological cleaning process Wastewater Keywords: stages, physicochemical and biological bases, equipment.
3. Analysis of the quality of water discharged into the river. Tezu.
4. Chemical laboratory equipment.
5. Economic problems of existing urban treatment facilities and prospects for their development.
6. Service personnel: education, job responsibilities, personal qualities.
IV. City dumps and landfill for solid household waste(MSW).
1. The problem of garbage in the city and the prospects for its solution.
2. Landfill for solid waste in the area of the village of Kochnevo:
– choice of location, equipment,
– operation of the landfill,
- land reclamation.
3. Economic problems associated with the operation of the solid waste landfill.
v. Aquatic and coastal plants of the Teza River.
1. Feature aquatic environment habitat.
2. Species composition of aquatic and coastal plants.
3. Adaptive morphological, anatomical and biological features of aquatic and coastal plants.
4. The role of aquatic and coastal plants in the natural community.
5. Plants are bioindicators of water quality.
6. Practical use of aquatic and coastal plants.
VI. Rodnikovsky botanical garden of Dr. Saleev.
1. The purpose and history of the creation of the garden.
2. Departments of the garden.
3. Species and varietal diversity plants.
4. Types of decorative compositions.
5. Directions of the garden, development prospects.
VII. Anthill as a model of ecological relations.
1. Location, size, shape of the anthill, its design, building material.
2. Characteristics of the soil: structure, density, humidity, temperature, mechanical composition, pH.
3. Intraspecific relationships: the relationship between the external structure and behavior of ants and the nature of their activities.
4. Direction and length of ant paths, diet of ants.
5. Conclusions.
Production of visual aids
Who has not experienced the life-giving, refreshing influence of labor on the senses!K. D. Ushinsky
From the materials collected in the forest, it is necessary to make visual aids and handouts for use in botany lessons at school, as well as during extracurricular activities and work in pioneer camps.
You can make a forest herbarium on various topics: trees, shrubs, forest herbs, medicinal, edible, technical plants; according to plant morphology - for example, leaves of various shapes, the nature of attachment to the stem, venation, various types of stems, flowers and inflorescences. It is useful to compile a herbarium according to the main groups of the plant world: lower spore plants (algae, fungi, lichens), higher spore plants (mosses, ferns - ferns, horsetails, club mosses), seed (flowering) plants, gymnosperms and angiosperms - monocots and dicots, also useful herbarium of various families of flowering plants. It is good to prepare a herbarium from the same plants, but in different phases of their development.
In the herbarium, according to the morphology of the leaf blade, it is necessary to have the following forms of simple leaves with a whole blade: lanceolate - willow; linear - cereals; triangular - quinoa; kidney-shaped - budra, hoof; arrow-shaped - bindweed; spear-shaped - sorrel; rounded - aspen; ovoid - birch; needle - spruce; heart-shaped - linden; oval - honeysuckle, etc. Dismemberment of the leaf blade of simple leaves: pinnate - oak; three-lobed - currant; pinnate - dandelion; palmate-lobed - maple; finger-dissected - aconite; lyre-shaped - the lower leaves of wild radish, etc. The form of complex leaves: ternary - clover, strawberry; unpaired pinnate - white locust, mountain ash, wild rose; paired-pinnate - yellow acacia: palmate-complex - lupine. The shape of the edge of the leaves: whole-edge - night beauty; serrated - strawberries; serrated - stinging nettle, nettle, budra .. Nervation (venation) of leaves: parallel nerve - cereals; arcuate - plantain, lily of the valley; retinal - sage, nettle.
To get a visual aid on leaf venation, it is necessary to wipe the dried leaves with a dry brush, after which they are treated with colored ink and leaf silhouettes are obtained on paper. There is another way: the leaves must be kept in water until they begin to rot, then remove the pulp with a soft toothbrush; the "skeletons" of the leaves are obtained, consisting of only veins. They must be dried, lightly glued to cardboard, covered with glass and edged. Leaf venation allowances should include a group of monocots (all veins, nerves run more or less parallel) and a group of dicots (there is always one median - the thickest vein, and secondary veins move away from it).
When making herbariums according to the morphology of the leaf blade and other organs, it is necessary to associate the names of the forms with specific plants in the inscriptions. For example, on the topic "Simple leaves", not only show their shapes (heart-shaped, round, linear, lanceolate, needle-shaped, ovoid), but also indicate that these are leaves of certain species: linden, aspen, sedge, lily of the valley, spruce, birch, etc. d.
It is good to make a collection "Leaf fall", in which to show gradual changes in the color of the leaf blades.
From dried leaves and flowers, in addition to thematic herbariums, you can prepare an artistic panel. For drying, fresh, freshly blooming flowers should be taken. Glasses are prepared and a few millimeters smaller than their pieces of plywood or cardboard, on which a lining is placed: sheets of thick paper (colored, dark) or matter (velvet, silk, satin). Dried flowers or leaves are beautifully placed against the background of the lining, covered with glass and edged with strips of colored paper or cloth so that narrow edgings are obtained on the glass. You can make herbarium panels on topics, for example, on plant families, etc.
A photo herbarium of leaves can serve as a good visual aid for schools. A sheet is placed on the emulsion layer of photographic paper, pressed with clean glass and illuminated for several seconds with daylight or artificial light. After development, a photographic imprint of the leaf with all the veins is obtained. To color photographs, wet prints are rubbed with cotton wool soaked in green ink.
On the topic "Plant variability" one should show simple and complex raspberry leaves, the variability of arrowhead leaves; buttercup koshubsky with whole and dissected leaf blades, etc. On the leaves of any plant, one can trace their diversity. On the topic "Natural selection" you can prepare manuals that reflect the different adaptability of plants to pollination by wind (hazel, alder, pine), insects (apple, dog rose, cherry); adaptability of plants against self-pollination: monoecious plants - hazel, dioecious - willow; different sizes of stamens and pistil - primrose, lungwort. Show the adaptability of plants against being eaten by animals (burdock, succession); distribution of fruits by birds (oak, mountain ash, currant); self-scattering seeds (acacia).
To study the trunks of trees and shrubs, rather large cylindrical parts of the trunks are prepared in such a way that three cuts can be made on each of them: transverse, radial and tangential. Pieces of trunks must be taken with bark. It is possible to make samples separately: a transverse or end section in the form of a low cylinder, and a radial and tangential one in the form of two planks. These cuts must be mounted on a sheet of cardboard or plywood. The surface of the cross sections should be sanded glass paper.
Wide annual rings indicate favorable conditions tree life and vice versa. To characterize the growth of the stem in thickness and the role of the cambium, take sections of tree trunks of different ages (from logs, from stumps). Pick cuts with pronounced autumn and spring layers of wood; make the slices oblique, since the boundaries of the layers are more prominent on them.
You can make a visual aid - a comparison of sections of pine trunks grown on sandy loam normal humidity with an excess of light and grown on marshy soils in the forest with a lack of light.
You can show the effect of wind on tree rings. If the tree, under the influence of the prevailing winds, bent to the side, then on the convex side the rings develop weakly and very narrow, and on the concave side, on the contrary.
To show the core, transverse and longitudinal sections should be prepared from the trunks and young twigs of elderberry. The bark bast is best shown on a lime tree. The formation of a cork layer - on the bark velvet tree, cork oak.
It is interesting to collect a collection of growths on tree trunks, such as birch burls. In order to get an idea of the various species of trees in the processed form, it is necessary to polish the longitudinal and transverse sections and prepare a collection, making a label for each species with a description of the use of this wood in the national economy and its value. Wood samples are best collected in winter, as felled trees dry out faster and crack in summer.
You can prepare visual aids for individual tree species, such as pine, where, along with biological features characterize its use in the national economy, or show branches, needles, flowers, cones, bark, pine wood and products made from pine.
You should make a collection of dry fruits and seeds of local trees and shrubs, for example, show flying fruits: winged fruit of linden, winged fruits of elm, lionfish of maple, scattering fruits of birch, etc. In another collection, you can collect fruits that are distributed by animals. The fruits are glued or sewn to thick sheets of paper or cardboard. Seeds are displayed in small flat-bottomed tubes that can be arranged in two or three rows on stands or in boxes. You need to take fully ripe fruits or seeds.
visual aids from juicy fruits, mushrooms and berries can be prepared as wet preparations. For this, a 2 - 3% solution of formalin, alcohol or a saturated solution of common salt is used. A preservative solution of alcohol is prepared as follows: for 100 cm 3 95 ° alcohol is poured 30 cm 3 distilled water or filtered boiled water. For saline solution, table salt is dissolved in hot water until a saturated solution is obtained. He is allowed to settle for two hours, after which he is filtered. This solution is most often used for canning mushrooms. Fresh fruits, berries, mushrooms are placed in glassware with a ground stopper (test tubes are used for small preparations), poured with a preservative liquid and closed with a stopper. Formalin and alcohol solutions are changed: the first time - every other day, the second time - the next day and the third time - after 15 - 20 days. saline solution change on the second and third day 2 times, on the fourth, fifth and tenth day - 1 time, the last time on the 20th or 25th day. After changing the solutions for the last time, the corks with which the dishes are closed are poured with wax on top or special putties are used so that the liquid does not evaporate. To protect the cork from accidental damage, it is tightened with a bubble, which is soaked, and after drying, it is painted with black varnish.
Each drug must have a label on which, in addition to the name of the place of collection and date, it is necessary to indicate its edibility or toxicity.
The fruits of barberry, juniper, euonymus, lingonberry, lily of the valley and others can be preserved by simply drying the branches with fruits in a well-ventilated area.
In boxes under glass, you can prepare manuals on the topics: "Tinder Mushrooms"; "Bark beetles - the enemies of the forest", etc. Each insect must be presented in its natural setting, show samples of the damage caused by this pest. It is desirable to give insect metamorphosis - an egg, a larva (caterpillar) of different ages, a chrysalis. The label accurately indicate the time and place of capture of the insect.
In the forest, you can prepare a collection of soils. Soil samples are taken from various parts of the terrain (on a plain, on a gentle slope, on a steep slope, in a lowland). There are two ways to take soil samples. First method: dig a hole 60 - 70 deep cm with one sheer wall, on which three layers are visible: darker colored - soil, transitional, subsoil, or parent rock. Samples are taken out separately from each layer and put into carton boxes or plywood boxes. Measure the thickness of each layer, indicate from what depth they are taken. The second method: samples are taken immediately from all layers in the form of a column with a height of 60 - 70 cm, width 17 cm and thickness 15 cm formed after digging a hole from three sides. A plywood box is placed on a column of earth and the column is cut off so that it smoothly leans and lies in the box. Soil samples are provided with a passport, which indicates where and under what conditions this sample was taken: geographical point: region, district, village, distance from the village and in what direction; terrain conditions (so-called situational): flat place, slope and its exposure, hillock, lowland, hollow; the nature of the vegetation cover; the local name of the soil; surname, name and address of the person who took the sample. Sample boxes are covered with glass. Under them make beautifully designed labels.
The forest provides rich opportunities for preparing handouts for independent work at school and outside of class. Work on the production of home-made visual aids helps the study of school courses in botany, zoology and general biology. The work process will be more productive if you use the technique of comparisons, show plants in unity with the surrounding conditions of life, reflect the results of observations and experiments in manuals, and accompany collections with accurate notes and sketches. By doing the work not mechanically, but creatively, students will acquire some skills and abilities for research work in the future.
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution of Higher Professional Education "Kemerovo State University" NFI KemGU Faculty of Natural Geography (Name of the faculty (branch) where this discipline is implemented) Work program of the discipline B3.V.DV.4.1 Production of visual aids in biology Direction / specialty of training 050100 pedagogical education (code, name of the direction) Direction (profile) of training Biology Qualification (degree) of a graduate Bachelor Form of education full-time Novokuznetsk 20 14 y 1. general characteristics basic educational program (BEP) of higher professional education 1.1. The objectives of the PEP in the direction of preparation 050100 PEDAGOGICAL EDUCATION, profile - biology: the formation of general cultural and professional competencies in students in accordance with the requirements of the Federal State Educational Standard of Higher Professional Education in the direction of preparation 050100 PEDAGOGICAL EDUCATION, profile - Biology - obtaining by graduates of a professional profile practice-oriented education that allows the graduate to work successfully in their chosen field activity - biology teacher formation of students' social and personal qualities that contribute to the strengthening of morality, the development of general cultural needs, creative abilities, social adaptation, communication, tolerance, perseverance in achieving goals, readiness to make decisions and act professionally 1.2. Qualification awarded to graduates: bachelor 1.3. Types of professional activity of the graduate: pedagogical, cultural, educational, organizational and managerial scientific 1.4. OOP Profile: Biology 1.5. Planned results of the development of the BEP: The results of the development of the BEP (bachelor's degree) are determined by the competencies acquired by the graduate, i.e. his ability to apply knowledge, skills and personal qualities in accordance with the chosen types of professional activity. As a result of mastering this BEP, the graduate must have the following competencies in the discipline: making visual aids in biology: Competency codes Results of mastering the BEP Content of competencies List of planned learning outcomes in the discipline Special competencies (SC) SC-2 have knowledge about the features of morphology, physiology, reproduction and geographical distribution of plants, animals, fungi and microorganisms; understand their role in nature and know the morphology and physiology of plants and animals, the systematics of the organic world, the ecology and geographical distribution of plants, animals, fungi and microorganisms; SC-6 is capable of independent research, setting up a natural science experiment, using modern information technologies, analyzing and evaluating the results of laboratory and field studies SC-8 is able to implement biological courses curricula in various educational institutions, apply biological and environmental knowledge for the analysis of applied problems economic activity 1.6. Index on BOS to be able to experimentally learn the organic world, its diversity and interrelationships; conduct biomonitoring; evaluate human environmental activity; have practical skills in studying nature and biodiversity on Earth; know the methodology and methods of natural science knowledge of nature; be able to conduct natural science experiments, laboratory and field research; own modern information technologies for studying the organic world; know the variety of different curricula in biology; be able to implement the curricula of biological courses in various educational institutions; own methods of analysis and prediction of results Extract from the Federal State Educational Standard of Higher Professional Education The name of the discipline and its content Production of visual aids Production of visual aids for biology lessons at school from living objects. Maintenance and breeding of animals B3.V.DV.6 in a living corner of the biology cabinet. Demonstration and observation of objects and manuals for educational and research purposes Labor intensity in hours 108 Aims and objectives of the discipline: the discipline "Production of visual aids" focuses students on preparing for educational, social and pedagogical, cultural and educational, scientific and methodological, organizational and managerial activities, health-improving and creative activities, the study of physiology contributes to the solution of the following typical tasks of professional activity: in the field of educational activities: - implementation of the process of teaching biology in accordance with educational program ; - planning and conducting classes in biology, taking into account the specifics of topics and sections of the program and in accordance with the curriculum; − use of modern science-based techniques, methods and means of teaching biology, including technical teaching aids, information and computer technologies; - determination of the degree and depth of assimilation of program material by students; - education of students, the formation of their spiritual, moral values and patriotic convictions; − implementation of a student-centered approach to the education and development of students in order to create motivation for learning; - instilling in students the skills of independent replenishment of knowledge and research in order to establish natural patterns; - the use of various forms and methods of teaching, progressive methods of managing the educational activities of students; - work on training and education, taking into account the correction of deviations in development; in the field of socio-pedagogical activities: - assistance in the socialization of students; − organization of individual and group lessons with students according to complicated programs; − Carrying out career guidance work; - establishing contact with the parents of students, providing them with assistance in family education; in the field of cultural and educational activities: - the formation of a common culture of students; in the field of scientific and methodological activities: − implementation of scientific and methodological work, participation in the work of scientific and methodological associations; - self-analysis and self-assessment in order to improve their pedagogical qualifications; in the field of organizational and managerial activities: − rational organization of the educational process in order to strengthen and preserve the health of schoolchildren; − ensuring the protection of life and health of students during the educational process; − organization of control over the results of training and education; - organization of independent work and extracurricular activities of students; − maintenance of school and classroom documentation; − performing the functions of a class teacher; − participation in self-government and management of the school team. The purpose of the discipline "Production of visual aids" is to study the methods of content, observation, experiment and production of visual aids from living objects as a scientific basis for the implementation of the process of teaching the disciplines of the biological cycle in institutions of secondary general education, as a scientific basis for the implementation of the process of teaching biology in institutions of the system of secondary general complete education Tasks: to master the methods of demonstrating living objects, setting up experimental educational and scientific research of students; explore modern methods processing and preparation of objects and making of them teaching aids for biology lessons; to form the skills of keeping and caring for animals in a living corner; to form the skills and abilities to use the knowledge of making visual aids in future professional activities. Requirements for mastering the discipline: to have knowledge about the features of morphology, physiology, ecology, reproduction and geographical distribution of plants, animals, fungi and microorganisms; understand their role in nature and human economic activity (SK-2, SK-6, SK-8). A student who has studied the discipline should know: the variety of different curricula in biology, the methodology and methods of natural science knowledge of nature; morphology and physiology of plants and animals, systematics of the organic world, ecology and geographical distribution of plants, animals, fungi and microorganisms; A student who has studied the discipline should be able to: experimentally cognize the organic world, its diversity and interconnections; conduct biomonitoring; evaluate human environmental activity; conduct natural science experiments, laboratory and field research; implement the curricula of biological courses in various educational institutions. 2. The place of the discipline in the structure of the BEP of the bachelor's degree This discipline belongs to the professional cycle. Studied in the 4th year in the 8th semester. 3. The volume of the discipline in credits, indicating the number of academic hours allocated for the contact work of students with the teacher (by type of occupation) and for independent work of students. The total labor intensity (volume) of the discipline is 3 credits (CU), 108 academic hours. 3.1. The volume of discipline by type of training sessions (in hours) Total hours The volume of discipline for full-time education The total labor intensity of the discipline Contact work (classroom + exam) of students with a teacher (total) Classroom work (total): including: Lectures Seminars, practical classes Workshops Laboratory work Extracurricular work (total): Including individual work of students with a teacher: Course design Group, individual consultation and other types learning activities, providing for group or individual work of students with a teacher Creative work (essay) Independent work of students (total) Type of intermediate certification of the student (test) 108 58 22 36 50 hours and types of training sessions No. p / p 1 2 3 Section of the discipline Production of visual aids for biology lessons at school from living objects. Keeping and breeding animals in a living corner of the biology room. Demonstrations and observations Total labor input (hours) 4.1. Sections of the discipline and labor intensity by type of training sessions (in academic hours) Types of training sessions, including independent work of students and labor intensity (in hours) classroom training sessions independent work Forms of current monitoring of the progress of the entire lecture Practical classes 44 10 16 18 Abstract, colloquium 30 4 10 16 34 8 10 16 Poll, acceptance of blocks, communication in the classroom Testing, Section of the discipline Total labor intensity (hours) No. p / p Types of training sessions, including self-study the work of students and the labor intensity (in hours) of the total classroom training sessions lectures practical exercises independent work of objects and manuals for educational and research purposes. Total: Test Individual work Total labor input Forms of current progress control Seminar. Colloquium, answers to test questions 108 22 36 50 108 4.2. The content of the discipline, structured by topics (sections) 4.2.1. Thematic planning No. Section of the Federal State Educational Standard 1 1. Making visual aids for biology lessons at school from living objects. Lectures 1. Introduction. Goals and objectives of the course. Production of carcasses and stuffed animals. Taxidermy. 2. Production of wet preparations of animals and parts of their bodies. 3. Production of animal skeletal preparations. Insect collections 4. Collections of animal traces and paw prints. 2 Keeping and breeding animals in a living corner of the biology room. 1. Breeding cultures of protozoa. 2. Aquarium maintenance of hydras, sponges, mollusks and crustaceans. content of earthworms. Hour. 4 2 2 Laboratory work Hour. 1. Production of an animal carcass. 2. Making a stuffed (head) fish. 3. Production of wet preparations of animals and parts of their bodies. 4. Production of a skeletal preparation. 4 1. Setting up cultures of protozoa. 2. The content of sponges, hydras 3. The content of earthworms 4. The content of crayfish and mollusks in a living corner. 5. Keeping crustaceans, daphnia and artemia 2 4 4 4 2 2 2 2 2 2 2 3 Demonstrations and observations of objects and aids for educational and research purposes. 1. Observation of animals. Organization of educational and research activities of students in a living corner 8 1. Observations of protozoan cultures. 2.Organization of observations and research of students. 4.2.2. The content of the discipline and the results of its study № Theme and its content 1. 2. 3. 4. 5. 6. 7. Summary of lectures Production of visual aids for biology lessons at school from living objects Introduction. Goals and objectives of the course. Making visual aids for biology lessons at school from living objects. Introduction. Goals and objectives of the course. Production of carcasses and stuffed animals. Taxidermy. Production of wet preparations of animals and parts of their bodies. Collections of animal traces and paw prints. Collection of litter, riddles, bites, eat. Making animal paw prints. Production of animal skeletal preparations. Animal skeletons. Animal skulls. Collections of insects. Production of wet preparations of animals and parts of their bodies. Collections of animal traces and paw prints. Production of animal skeletal preparations. Keeping and breeding animals in a living corner of the biology cabinet Breeding cultures of protozoa. Setting cultures of protozoa. Excursion to the reservoir for sampling. Aquarium maintenance of hydras, sponges, mollusks and crustaceans. Keeping earthworms Demonstration and observation of objects and aids for educational and research purposes. Animal observations. Organization of educational and research activities of students in a living corner Brief content of laboratory classes Interactive forms of conducting Lecture with a presentation Lecture with a teacher of physiology Learning outcomes, formed competencies SK-2, SK-6 SK-2, SK-6 Lecture with a presentation SK- 2, SK-6, SK8 Lecture with presentation Lecture visualization Problematic lecture with presentation Lecture visualization SK-2, SK-6 SK-2, SK-6, SK-8 SK-2, SK-6 SK-2, SK-6 2 8 1. Making an animal carcass. 2. 3. Basic taxidermy techniques for skins Making a stuffed (head) fish. 4. Features of working with ichthyoobjects. 5. 7. Production of wet preparations of animals and parts of their bodies. Collection of litter, riddles, bites, eat. Making animal paw prints. Fabrication of a skeletal preparation. 8. Fabrication of the skeletal preparation. 9. Setting up cultures of protozoa. Excursion to the reservoir for sampling. 6. 1 0. 1 1. 1 2. 1 3. 1 4. 1 5. processing Work in small groups Work in small groups Work in small groups Work in small groups Work in small groups Work in small groups Work in small groups Work in small groups Problematic activity Keeping sponges, hydras, earthworms, crayfish and Work in small mollusks in a living corner Keeping earthworms Work in small groups Keeping crayfish and mollusks in a living corner. Work in small groups Maintenance of crustaceans, daphnia and artemia Work in small groups Observations of cultures of protozoa. Making Problematic Temporary Preparations. Coloring. Fixed occupational preparations. Organization of observations and studies of teaching staff. Work in small areas. Experiments with animals in research groups of NOU research work. SK-2, SK-6, SK-8 SK-2, SK-6, SK-8 SK-2, SK-6, SK-8 SK-2, SK-6, SK-8 SK-2, SK- 6, SK-8 SK-2, SK-6, SK-8 SK-2, SK-6, SK-8 SK-2, SK-6, SK-8 SK-2, SK-6, SK-8 SK - 2, SK-6, SK-8 SK-2, SK-6, SK-8 SK-2, SK-6, SK-8 SK-2, SK-6, SK-8 SK-2, SK-6 , SK-8 SK-2, SK-6, SK-8 4.2.3. Independent work of students Independent work of students Title of section Number of la, topics No. with the theme of the completion of the tic plan Manufacturing Introduction. Goals and objectives of the visual course. Making tubes for 7 semesters of lessons 6 shek and stuffed animals. Week 2 Protection of biology works at Taxidermy school 1. from living objects presentation Production of wet 7 semester prepared preparations of animals and 2 week 4 allowance of parts of their bodies. 6 4 Keeping and breeding animals in a living corner of the biology room. 4 4 Breeding and keeping hydr. 4 Breeding and aquarium maintenance of mollusks 2. 4 Observations of animals. Organization of educational and scientific3. research activities of students in a living corner. And that Manufacture of skeletal preparations of animals. Collections of insects Collections of animal traces and paw prints. Breeding cultures of protozoa. 16 Maintenance of worms. rainy presentation manufactured manual presentation 7 semester produced 3 week manual 7 semester Manufacturing 4 week preparations Presentation of own experiments 7 semester 4 week preparation of preparations Presentation of own experiments 7 semester 5 week preparation of preparations 7 semester 3 week Presentation of own 7 semester experiments 5 week preparation of preparations Observations in a living corner 7 semester and lectures presentations for schoolchildren 5 week Observation diary, presentations of lectures held in a living corner with schoolchildren 50 hours 5. The list of educational and methodological support for the work of students in the discipline 5.1. References № 1 2 1 2 3 Name Main literature Baranik A.P., Marks L.P., Polikarenko V.I. Preparation for laboratory work in zoology. Recommendations to help the teacher of biology. Novokuznetsk, 1978. 22 p. Kremenetsky N. G. Practicum in zoology. M. 1953. Additional literature Averntsev SV Small workshop on invertebrate zoology. M. 1947. Borovitsky P.I. Brief reference book of the teacher of natural sciences. L.. 1955. Zelikman A. L. Workshop on invertebrate zoology. Ed. “Higher Availability in the library (number of copies) 10 4 1 1 1 4 5 6 7 1 2 3 4 school”. M 1969. Ivanov A. V., Petrushevsky G. K., Polyansky Yu. I., Strelkov Ya. A. Great workshop on invertebrate zoology. L. 1941. Ivanov M. I. Guide for aquarists. M. 1964. Paramonov A. A. Badyagi and hydras as an object of school work. M. 1947. Zinger Ya. A. Protozoa. M. 1947. Software and Internet resources http://www:.scientific.ru http://www:.zapovednik.ru http://www:.biblfauna.ru http://www:.kuznezki-alatau .ru 1 1 1 1 5.2. Provision of discipline with equipment /p No. of the auditorium, classroom / teaching aids Auditorium No. 28, 29 Multimedia Video complex (VCR, TV) Auditorium No. 28 Microscopes Binoculars Collection boxes Table lamps Cover and slide glasses Petri dishes Tweezers Number of pieces of equipment 1 1 Form use Demonstration of materials of lectures, seminars, practical classes, educational and scientific video materials Demonstration of materials of lectures, seminars, practical classes, educational and scientific videos Responsible (position) laboratory assistant laboratory assistant 8 1 50 At practical classes At practical lessons At practical classes laboratory assistant At practical lessons At practical lessons Laboratory assistant Laboratory assistant 25 10 At practical lessons At practical lessons. Room 29 Internal structure of fish Fish skeleton 1 Frog skeleton 2 Pigeon skeleton 3 Rat skeleton 4 9 9 10 3 4 - Laboratory assistant for practical exercises and lectures - Laboratory assistant for practical exercises and lectures - Laboratory assistant Mammalian skulls Collections of traces Laboratory assistant for practical exercises and lecturer- Laboratory assistant for practical exercises and lecture- Laboratory assistant for practical exercises and lecturer- Laboratory assistant for practical exercises and lecturer- Laboratory assistant requirements of the State Educational Standard, orders, orders and recommendations of the FAO and the educational and methodological department of the academy. Control of students' knowledge is carried out according to the following scheme: - intermediate certification of knowledge and skills during the semester; - Certification at the end of the semester in the form of a test and an exam. Materials that determine the procedure and content of intermediate and final attestations include: - control questions on the topics of the discipline; - fund of individual homework; - fund of test tasks by discipline; - questions for the test, for the exam; - a list of topics for the exam; - guidelines for practical work. The knowledge and skills of students in the final control of the discipline are assessed as "passed" and "failed". The final assessment of knowledge and skills in the discipline consists of three parts: - 20% of the current control assessment; - 30% mark for test tasks; - 50% mark for credit. Criteria for assessing students' knowledge in the discipline: - "passed" - is given to a student who has shown complete, systematized knowledge of the curriculum of the discipline and the ability to confidently apply them in practice when solving specific tasks and made some inaccuracies in the answer or in solving problems. - "failed" - given to a student whose answer contains significant gaps in the knowledge of the main content of the curriculum of the discipline and who does not know how to use the knowledge gained in solving practical problems. Tests: ≥ 70% correct answers in the test - excellent; ≥ 60% correct answers in the test - good; ≥ 50% correct answers in the test - satisfactory; ≤ 50% of correct answers in the test - unsatisfactory. Examinations to test knowledge of terms: - 1 term is not specified - excellent; − 2 terms are not specified – good; - not specified from 3 to 5 terms - satisfactory; − more than 5 terms are not specified - unsatisfactory Current control. Forms of control: the defense of practical work and the maintenance of a practical notebook, seminars, test papers on the systematics of detachments, abstracts, reports, presentations. Final control: credit in the 7th semester. 6.1. Passport of the fund of evaluation funds for the discipline No. p / p 1. 2. 3. Controlled sections of the discipline Production of visual aids for biology lessons at school from living objects. Keeping and breeding animals in a living corner of the biology room. Demonstrations and observations of objects and aids for educational and research purposes. Code of controlled competence (or part of it) SK - 2, SK-6, SK-8 SK - 2, SK-6, SK-8 SK - 2, SK-6, SK-8 blocks, communication in the classroom Testing, Seminar. Colloquium, answers to control questions 6.2. Typical control tasks or other materials Test questions: 1. Making visual aids for biology lessons at school from living objects. Taxidermy. The content of the discipline, its history and significance in teaching biology. 2. Methods for the manufacture of animal carcasses. 3. Methods for making stuffed animals. 4. Basic taxidermy techniques for processing skins. 5. Making a stuffed (head) fish. Production of wet preparations of animals and parts of their bodies. 6. Features of working with ichthyoobjects. 7. Production of animal skeletal preparations. Animal skeletons. Animal skulls. Working with them in biology lessons 8. Collections of insects and working with them in biology lessons. 9. Making wet preparations of animals and parts of their bodies and working with them in biology lessons. 10. Collections of traces of animal life and work with them in biology lessons 11. Collection of litter, pellets, bites, eats. Making animal paw prints and working with them in biology lessons. 12. Breeding cultures of protozoa. Excursion to the reservoir for sampling. 13. Observations of cultures of protozoa in biology lessons. 14. Making temporary preparations of protozoa. Coloring. 15. Fixed preparations of protozoa. 16. Aquarium maintenance of hydras and work with them in biology lessons. 17. Aquarium maintenance of sponges and work with them in biology lessons. 18. Aquarium maintenance of mollusks and work with them in biology lessons. 19. Aquarium maintenance of crustaceans and work with them in biology lessons. 20. The content of land molluscs and work with them in biology lessons. 21. Keeping fish in a living corner and working with them in biology lessons. 22. Keeping insects in a living corner and working with them in biology lessons. 23. Keeping earthworms in a living corner and working with them in biology lessons. 24. The maintenance of mollusks in a living corner and work with them in biology lessons. 25. Keeping amphibians in a living corner and working with them in biology lessons. 26. Keeping reptiles in a living corner and working with them in biology lessons. 27. Keeping birds in a living corner and working with them in biology lessons. 28. Keeping mammals in a living corner and working with them in biology lessons. 29. Care and feeding of animals in a living corner. Veterinary activities 30. Methods for organizing observations of living objects in biology lessons. 31. Organization of educational and research activities of students in a living corner. 32. Organization of research activities of students in a living corner. 33. Experiments with animals in the research work of NOU. 7. Guidelines Topics of abstracts 1. Production of visual aids for biology lessons at school from living objects. Taxidermy. The content of the discipline, its history and significance in teaching biology. 2. Methods for the manufacture of animal carcasses. 3. Methods for making stuffed animals. 4. Basic taxidermy techniques for processing skins. 5. Making a stuffed (head) fish. Production of wet preparations of animals and parts of their bodies. 6. Features of working with ichthyoobjects. 7. Production of animal skeletal preparations. Animal skeletons. Animal skulls. Working with them in biology lessons 8. Collections of insects and working with them in biology lessons. 9. Making wet preparations of animals and parts of their bodies and working with them in biology lessons. 10. Collections of traces of animal life and work with them in biology lessons 11. Collection of litter, pellets, bites, eats. Making animal paw prints and working with them in biology lessons. 12. Breeding cultures of protozoa. Excursion to the reservoir for sampling. 13. Observations of cultures of protozoa in biology lessons. 14. Making temporary protozoan preparations. Coloring. 15. Fixed preparations of protozoa. 16. Aquarium maintenance of hydras and work with them in biology lessons. 17. Aquarium maintenance of sponges and work with them in biology lessons. 18. Aquarium maintenance of mollusks and work with them in biology lessons. 19. Aquarium maintenance of crustaceans and work with them in biology lessons. 20. The content of land molluscs and work with them in biology lessons. 21. Keeping fish in a living corner and working with them in biology lessons. 22. Keeping insects in a living corner and working with them in biology lessons. 23. Keeping earthworms in a living corner and working with them in biology lessons. 7.1. Guidelines for students The discipline "Production of visual aids" is one of the disciplines for choosing a biological education. Biology is a subject science, and much can be demonstrated precisely on the objects of study, especially in the zoological and botanical parts. The equipment of school biology classrooms with visual aids is not always satisfactory. Outdated tables, dummies falling apart from time to time, almost dried up wet preparations - sometimes this makes up the entire arsenal of a teacher. Meanwhile, he can do many things with his own hands together with his students. The discipline "Production of visual aids" is aimed at the subject development of biology, which plays an important role in the conditions of the growing detachment of the majority of the population from nature. The discipline "Manufacturing of visual aids" consists of three interrelated parts: the direct production of visual aids for biology lessons at school from objects, the keeping and breeding of animals in a living corner of the biology classroom, and the demonstration and observation of objects and aids for educational and research purposes. In practice, the material of the lecture course is consolidated, where methods of preparation and conditions of keeping animals are mastered. When performing the workshop, the independent work of students in the search for new options and methods for making visual aids is of great importance. This orientation of the program is designed to prepare teachers for teaching biology in schools, gymnasiums and lyceums of various profiles - humanitarian, natural science and technical. 7.2. Guidelines for teachers Starting teaching the discipline "Production of visual aids", the teacher must himself master all the proposed types of work and achieve in them good results. Each lesson must be carefully prepared, considering its plan, taking into account the time constraints of the lesson and providing for all consumables in the required quantity. It is worth offering students an independent search for possible visual aids. 1. Didactic materials Control and measuring materials. credited: - the student demonstrated knowledge of terminology; revealed the basic concepts, demonstrated knowledge of techniques, produced a given number of visual aids; not passed: - does not know the terminology and has a fuzzy understanding of the main methods, did not pass 50% of the visual aids. Basic terms by discipline 1. Tanning 2. Fatting 3. Collecting 4. Congo red 5. Cultivation 6. Mezdra 7. Model 8. Mummification 9. Soaking 10. Preparation 11. Taxidermy 12. Carcass 13. Fixator 14. Fixation 15. Fuchsin 16. Scarecrow 17. Labeling Compiled by: Ph.D., Associate Professor Dronzikova M.V.
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1. CLASSIFICATION OF VISUAL AIDS IN BIOLOGY
The main method of studying biology at school is observation. However, it is not always possible to observe objects and natural phenomena in their natural state. In this case, the necessary representations and concepts can be formed using visual teaching aids. Visual aids, based on their nature and significance in teaching biology, can be divided into two groups: basic and auxiliary. Among the main ones, real (natural), symbolic (pictorial) and verbal (verbal) means are distinguished, and among the auxiliary ones - technical means training (TSO) and laboratory equipment (LO). In turn, natural (real) visual aids used in biology lessons are divided into living and non-living, or dissected. Fine (sign) are divided into planar (drawn) and three-dimensional. visual aid herbarium biology zoology
2. Production of visual aids for the course "Botany»
2.1 Making a herbarium
From materials collected in nature, it is necessary to make visual aids and handouts for use in botany lessons at school, as well as during extracurricular activities.
You can make a herbarium on various topics: trees, shrubs, forest herbs, medicinal, edible, technical plants; according to plant morphology - for example, leaves of various shapes, the nature of attachment to the stem, venation, various types of stems, flowers and inflorescences. It is useful to compile a herbarium according to the main groups of the plant world: lower spore plants (algae, fungi, lichens), higher spore plants (mosses, ferns - ferns, horsetails, club mosses), seed (flowering) plants, gymnosperms and angiosperms - monocots and dicots, also useful herbarium of various families of flowering plants. It is good to prepare a herbarium from the same plants, but in different phases of their development.
To get a visual aid on leaf venation, it is necessary to wipe the dried leaves with a dry brush, after which they are treated with colored ink and leaf silhouettes are obtained on paper. There is another way: the leaves must be kept in water until they begin to rot, then remove the pulp with a soft toothbrush; the "skeletons" of the leaves are obtained, consisting of only veins. They must be dried, lightly glued to cardboard, covered with glass and edged. Leaf venation allowances should include a group of monocots (all veins, nerves run more or less parallel) and a group of dicots (there is always one median - the thickest vein, and secondary veins move away from it).
When making herbariums according to the morphology of the leaf blade and other organs, it is necessary to associate the names of the forms with specific plants in the inscriptions. For example, on the topic "Simple leaves", not only show their shapes (heart-shaped, round, linear, lanceolate, needle-shaped, ovoid), but also indicate that these are leaves of certain species: linden, aspen, sedge, lily of the valley, spruce, birch, etc. d.
It is good to make a collection "Leaf fall", in which to show gradual changes in the color of the leaf blades.
From dried leaves and flowers, in addition to thematic herbariums, you can prepare an artistic panel. For drying, fresh, freshly blooming flowers should be taken. Glasses are prepared and a few millimeters smaller than their pieces of plywood or cardboard, on which a lining is placed: sheets of thick paper (colored, dark) or matter (velvet, silk, satin). Dried flowers or leaves are beautifully placed against the background of the lining, covered with glass and edged with strips of colored paper or cloth so that narrow edgings are obtained on the glass. You can make herbarium panels on topics, for example, on plant families, etc.
A photo herbarium of leaves can serve as a good visual aid for schools. A sheet is placed on the emulsion layer of photographic paper, pressed with clean glass and illuminated for several seconds with daylight or artificial light. After development, a photographic imprint of the leaf with all the veins is obtained. To color photographs, wet prints are rubbed with cotton wool soaked in green ink.
A herbarium (in Latin herba - grass) is a collection of dried plants with the preservation of their characteristic shape and natural color.
For correct compilation herbariums, you need to know the name of the plants well, and for this you need to be able to identify plants by identifiers. To identify a plant means to find out to which family, genus and species it belongs.
Plants must be collected in dry sunny weather. They should be healthy, with normal leaves, flowers, fruits. Collect 4 - 5 copies of each plant in order to select the best for drying.
Plants for the herbarium are taken as a whole - with roots, stems, leaves and flowers, as well as (if any) with fruits, seeds, tubers, rhizomes, bulbs. Stepping back a little from the root, the plant is dug in deeper and carefully removed from the ground. The earth is being shaken off. If the plant is very long, cut off the upper, middle and lower parts and dry them separately. Seeds are collected in envelopes. Branches with leaves and flowers are cut from trees and shrubs, and later with fruits. A very important point in the collection is filling the label. They mark: 1) the name of the plant (if it is not yet known, then it is indicated later, after the definition); 2) location (region, district, etc.); 3) habitat (forest, ravine, edge, nature of the soil, its humidity, depth of groundwater, relief, exposure); 4) date, month, year of collection; 5) the surname of the collector. In the notebook, note the size of the plant, the color of the flowers, the time of flowering, fruiting, growth in groups or singly, etc.
When drying, the ends of the stems, leaves, roots should not reach the end of the paper. Juicy stems, leaves, flowers should be well shifted with transfer paper or cotton wool. Very thick stems and roots are cut lengthwise into two parts; longitudinal and transverse plates are cut out of thick bulbs and tubers. Plants are dried in presses. The press consists of two wooden frames, size 45X30 cm, equipped with wire meshes with cells of size 3 cm 2. If there is no wire for the mesh, the press can be made from two pieces of plywood by drilling holes in them with a diameter of 8 mm every 15 mm. It is desirable to clean such a press with glass paper, pickle with stain and cover with varnish or paint. Several sheets are placed on both frames of the press newsprint. Then, sheets with straightened plants are laid on one of them, alternating each of them with two or three spacers. After laying the second frame, they are pulled together with a rope, which is tied into two crosses. The press is hung out in the sun or near the stove. Within 2 - 3 days every 6 - 8 h sheets with plants are removed from the press and viewed. Damp pads are replaced with dry ones, but paper with plants is not replaced. The pack, taken out of the press during the check, is divided into two parts, after which the sheets are folded so that the plants that were in the middle of the pack get on top, and the top ones in the middle. It is not recommended to dry plants collected at different times in one press. In the evening, the press is removed into the room.
When drying with a hot iron, herbarium sheets with plants are placed between two pieces of thin felt and quickly ironed. In this case, filter or blotting paper is used as herbarium paper. Ironing and changing herbarium paper is continued until completely dry. Dried plants are stacked in packs and tied into frames from the press or between two plywood boards.
The method of drying plants in sand is also used. Clean fine sand is washed and calcined on iron sheets on a stove. To dry plants in the sand, cardboard boxes are made of such sizes that the plant can fit freely. The plant is straightened and covered with carefully non-hot sand, after which the box is placed near the stove, where it is until the plant is completely dry.
When the plant dries, you can start herbarization. For herbarium sheets take white thick paper size 35X22 cm. Dried plants are attached with strips of adhesive paper 0.5 wide cm(you can not lubricate the plant itself with glue) or sew. If all parts of the plant do not fit on one sheet, they are placed on several sheets under the same number. Parts of dried plants should not extend beyond the edges of the paper. Envelopes with seeds and fruits are sewn or glued to the same herbarium sheets. Thick plants or their parts are sewn with threads to sheets of thin cardboard. A 12X6 label is attached to each herbarium sheet. cm, on which the following information about the plant is written: 1) the name of the family to which the plant belongs (Latin and Russian); 2) the name of the plant is generic and specific (Latin and Russian); 3) location of the plant; 4) plant habitat; 5) date, month, year of collection; 6) surname, name of the collector. Labels are written clearly, without abbreviations, always with ink, as the ink is smudged from dampness. With each herbarium, it is good to have a journal in which additional information fits. The herbarium must be protected from moisture, dust and insects, sprinkled with mothballs from time to time, kept in a dry, closed cabinet. To facilitate the use of the herbarium, an alphabetical catalog should be compiled on separate cards.
2.2 Trunk cuts
To study the trunks of trees and shrubs, rather large cylindrical parts of the trunks are prepared in such a way that three cuts can be made on each of them: transverse, radial and tangential. Pieces of trunks must be taken with bark. It is possible to make samples separately: a transverse or end section in the form of a low cylinder, and a radial and tangential one in the form of two planks. These cuts must be mounted on a sheet of cardboard or plywood. The surface of the cross sections should be sanded with glass paper.
Wide annual rings indicate favorable living conditions for the tree and vice versa. To characterize the growth of the stem in thickness and the role of the cambium, take sections of tree trunks of different ages (from logs, from stumps). Pick cuts with pronounced autumn and spring layers of wood; make the slices oblique, since the boundaries of the layers are more prominent on them.
You can make a visual aid - a comparison of sections of pine trunks grown on sandy loam of normal humidity with an excess of light and grown on marshy soils in a forest with a lack of light.
It is interesting to collect a collection of growths on tree trunks, such as birch burls. In order to get an idea of the various species of trees in the processed form, it is necessary to polish the longitudinal and transverse sections and prepare a collection, making a label for each species with a description of the use of this wood in the national economy and its value. Wood samples are best collected in winter, as felled trees dry out faster and crack in summer.
2.3 Collection of fruits and seeds
You should make a collection of dry fruits and seeds of local trees and shrubs, for example, show flying fruits: winged fruit of linden, winged fruits of elm, lionfish of maple, scattering fruits of birch, etc. In another collection, you can collect fruits that are distributed by animals. The fruits are glued or sewn to thick sheets of paper or cardboard. Seeds are displayed in small flat-bottomed tubes that can be arranged in two or three rows on stands or in boxes. You need to take fully ripe fruits or seeds.
Visual aids from juicy fruits, mushrooms and berries can be prepared in the form of wet preparations. For this, a 2 - 3% solution of formalin, alcohol or a saturated solution of common salt is used. A preservative solution of alcohol is prepared as follows: for 100 cm 3 95 ° alcohol is poured 30 cm 3 distilled water or filtered boiled water. For saline solution, table salt is dissolved in hot water until a saturated solution is obtained. He is allowed to settle for two hours, after which he is filtered. This solution is most often used for canning mushrooms. Fresh fruits, berries, mushrooms are placed in glassware with a ground stopper (test tubes are used for small preparations), poured with a preservative liquid and closed with a stopper. Formalin and alcohol solutions are changed: the first time - every other day, the second time - the next day and the third time - after 15 - 20 days. Saline solution is changed on the second and third day 2 times, on the fourth, fifth and tenth day - 1 time each, the last time on the 20th or 25th day. After changing the solutions for the last time, the corks with which the dishes are closed are poured with wax on top or special putties are used so that the liquid does not evaporate. To protect the cork from accidental damage, it is tightened with a bubble, which is soaked, and after drying, it is painted with black varnish.
Each drug must have a label on which, in addition to the name of the place of collection and date, it is necessary to indicate its edibility or toxicity.
The fruits of barberry, juniper, euonymus, lingonberry, lily of the valley and others can be preserved by simply drying the branches with fruits in a well-ventilated area.
2.4 Soil collection
You can prepare a collection of soils. Soil samples are taken from various parts of the terrain (on a plain, on a gentle slope, on a steep slope, in a lowland). There are two ways to take soil samples. First method: dig a hole 60 - 70 deep cm with one sheer wall, on which three layers are visible: darker colored - soil, transitional, subsoil, or parent rock. Samples are taken out separately from each layer and placed in cardboard boxes or plywood boxes. Measure the thickness of each layer, indicate from what depth they are taken. The second method: samples are taken immediately from all layers in the form of a column with a height of 60 - 70 cm, width 17 cm and thickness 15 cm formed after digging a hole from three sides. A plywood box is placed on a column of earth and the column is cut off so that it smoothly leans and lies in the box. Soil samples are provided with a passport, which indicates where and under what conditions this sample was taken: geographical point: region, district, village, distance from the village and in what direction; terrain conditions (so-called situational): flat place, slope and its exposure, hillock, lowland, hollow; the nature of the vegetation cover; the local name of the soil; surname, name and address of the person who took the sample. Sample boxes are covered with glass. Under them make beautifully designed labels.
2.5 Making visual aidsmounted under glass
Natural aids, in which plants are mounted under glass, have significant advantages over simple herbarium material. First of all, these benefits are more durable, the plants in them do not lose their appearance: they do not crumple, do not break and do not collect dust. The main advantage of such manuals over herbarium materials lies in the fact that they make it possible to mount plants thematically with other natural objects or with drawings and, thus, more clearly and clearly show the most significant properties of plants for this aspect, the connection of these properties with environmental conditions. environment. Unlike a herbarium, in such natural manuals, it is possible to show in detail the practical application of certain plants.
Some types of aids under glass make it possible to show the color or structure of plant organs not from one, but simultaneously from two or from all sides.
Natural manuals under glass can be made very beautifully, work on their manufacture contributes to the development of the aesthetic taste of students, and ready-made manuals serve as a good decoration for the biological cabinet.
Materials and tools, necessary for the production of benefits
1. Cardboard up to 2 mm thick (you can use cardboard boxes).
2. Drawing paper or semi-drawing paper for pasting cardboard.
3. Dark-colored edging paper, black is best (you can use black photo paper wrapper).
4. Threads on spools No. 30 or 40 for patching plants (also dark colors, preferably the color of a dried plant).
5. Sewing needles of medium thickness for sewing plants.
6. Window glass, cut to size of installation.
7. Wheat flour of the highest grade or potato starch for cooking paste.
8. Bristle brushes 1-1.5 cm wide .
9. Braid linen white or black 1 cm wide for the manufacture of pendants for exhibits (can be replaced with gauze).
10. Black liquid drawing ink.
11. Graphite pencils of medium softness.
12. Drawing pens with drawing pens.
13. Pencil erasers.
14. Straight pointed scissors.
15. A sharp knife or surgical scalpel.
16. Diamond for cutting glass or glass cutter.
17. Ruler 50 cm long with divisions.
18. Squares with divisions.
Installation "Plant on pasted cardboard under glass"
Preparing the pasted cardboard and patching the plant
Cut out a piece of cardboard in the shape of a rectangle (Fig. 16, 1 ) is slightly larger than the mounted plant. This piece of cardboard is placed on drawing paper or semi-drawing paper and a rectangle 3-5 cm in size is drawn on it on paper. more on each side than cardboard. The paper rectangle is also cut out (Fig. 16, 2 ) and cardboard is placed in the middle of it (Fig. 16, 3 ). The corners of the paper protruding from the corners of the cardboard are cut off or, having smeared with glue, bent and glued to the cardboard (Fig. 16, 4 , 5 , 6 ). After that, trapezoidal edges of the drawing paper remain on all sides of the cardboard, which are also glued to the cardboard (Fig. 16, 7 , 8 ).
On the white side of the cardboard pasted over in this way, the dried plant is correctly and beautifully placed. Then the plant is sewn with several stitches and the end of the thread is fixed with a knot on the underside of the cardboard (Fig. 16, 9 , 10 ).
On the label (Fig. 15), in clear and beautiful handwriting, they write in ink the name of the plant in Russian and Latin, the place of collection (forest, glade, meadow, swamp, etc.), the geographical location of the place of collection (i.e. remoteness him off locality, district, region), then - the name of the person who collected and identified the plant, and then the year, month and day.
Rice. 15. Sample completed label
Edging and attaching glass
On graph paper or on a sheet of writing paper, a template is drawn in a size corresponding to the size of the cardboard with the plant sewn on it. Apply to the template window glass and a piece of glass of the desired size is cut out with a ruler with a diamond or a glass cutter. The resulting piece of glass is thoroughly wiped with a cloth moistened with a soda solution to remove grease stains, dust and dirt, washed with clean water and wiped dry on both sides. Wiped clean glass is placed on cardboard with a plant and edged around with strips of edging paper.
Strips up to 3 cm wide are cut from edging paper and length equal to the sides of the glass. One edge of the strip is folded back 1/2 cm . The bent edge is smeared with paste and glued onto the glass, wiping with a clean cloth or a piece of cotton wool wrapped in gauze. Then grease the wide side of the strip of paper with paste and, bending it down, glue it to the cardboard (Fig. 16, 10 , 11 ). Glass is fixed on cardboard. The visual aid is ready (Fig. 16, 12 ).
The last thing left is to make the suspension. To do this, cut a piece of braid 8-10 cm long , they are bent in a loop, glued to the cardboard with hot wood glue, and then the entire cardboard on the reverse side is sealed with white or colored paper. When sticking paper, you need to wipe it well with a clean cloth so that the paper lays flat on the cardboard smeared with paste, without wrinkles, folds and bubbles.
When the glue dries, the exhibit can be hung on the wall.
Rice. 16. The main stages of manufacturing installation
"Plant on pasted cardboard under glass"
Installation "Plant between two panes"
For the manufacture of this type of manual, cardboard is not required, the main material is glass.
Installation between two glasses makes it possible to view plants from two sides, which is of particular importance due to the fact that plant organs are not the same from different sides in shape, color, pubescence, etc.
They take the required plant in a dried form and, depending on the size of the plant, cut out two pieces of glass of the appropriate size (Fig. 17, 1 ). Glasses are thoroughly wiped so that they are clean, without stains. One glass is placed on the table and the mounted plant is placed on it. A pre-prepared label is placed in the lower right corner with the name of the plant, the mark of the place of collection, etc. The right edge of the label goes under the edging, so the text of the label should not come close to the right edge.
When the plant and the label are laid, a second glass is applied so that the sides of both glasses coincide with each other, and the edging is made. For edging, strips of paper are cut, equal in length to the sides of the glass, and as wide as the thickness of two glasses and the plant lying between them, plus 1 cm. These strips are folded 1/2 cm on both sides (fig.17, 2 ) and, having lubricated the strips with a paste, they are glued in turn to the lower and to the upper. Pasting should be done slowly, carefully so as not to budge the plant and glass.
Rice. 17. The main stages of manufacturing installation
"A plant between two panes"
When the glasses are fastened on all sides with edging paper, it remains to make either a suspension or a special stand made of thick plywood. On fig. 18 shows two sample stands. The mount is inserted into the slots "a", which must respectively have a width equal to the thickness of the mount. The parts of the stand are held together with wood glue. The surface of the stand is smoothed with glass sandpaper and etched strong mortar potassium permanganate. After drying, the stand is rubbed with wax or a mixture of wax and turpentine (5 parts of wax and 2-3 parts of turpentine are fused in a water bath) and polished with a cloth to a mirror shine.
Rice. 18. Mounting stand samples
Installation "Plant on pasted cardboard in a glass box"
A plant is mounted on a cardboard rectangle (the size of the plant). According to the size of the cardboard on which the plant is mounted, a template of the lid and side walls of the box is drawn on the paper (Fig. 19, 1 ). Glass is placed on a paper template and the side walls and the lid of the box are cut out of it with a diamond or a glass cutter (Fig. 19, 2 ). The resulting five glasses are wiped on both sides with an alkali solution and alcohol to remove greasy stains, dirt, and then wiped dry with a clean cloth.
A plant mounted on cardboard is placed on the table and all the side glass walls of the box are closely applied to it (Fig. 19, 3 ). Then, along the ruler with a scalpel or a sharp knife, cut strips of edging paper 1 cm wide . These strips are cut into pieces, corresponding to the length of the mounting sides, each strip is bent in half lengthwise and, having been smeared with a paste, is applied along the junction line of cardboard and glass, which are still in the same horizontal plane. Paper edging tapes are glued to a width of 1/2 cm both on cardboard and on glass (Fig. 19, 3 ). The edging must be smoothed with a cotton swab so that the paper sticks evenly and without wrinkles. The glue that has come out from under the paper and smeared on the glass is removed after drying, scratching it with a razor blade. After that, the glasses, glued on one side with the cardboard, are raised at an angle of 90 ° to the cardboard so that the edges of all the glasses come close to each other, and they are tied outside with thick threads or thin twine. In the resulting box, all internal joints between the glasses are glued from the inside with strips of edging paper (Fig. 19, 4 ). Strips of edging paper 1 cm wide while bending in half lengthwise. After the glue has dried, the strapping is removed from the box and the glasses are glued on the outside with the same strips of edging paper (Fig. 19, 5 ).
When the glue dries, a glass cover is applied to the resulting box, which is glued on all sides with bent strips of edging paper to the side windows. After drying, the installation is turned upside down and its bottom is fastened to the side walls with the help of edging paper already outside.
Then a piece of ribbon for hanging is cut off and the ends of this ribbon are glued with hot wood glue to the top of the box from the side of the cardboard. After that, the entire outer side of the cardboard is smeared with paste and sealed with thick paper, which, when pasted, is carefully smoothed with a clean cloth. After drying, the visual aid is ready (Fig. 19, 6 ).
Rice. 19. The main stages of manufacturing installation
"Plant on pasted cardboard in a glass box"
Installation "Plant in a glass box on a suspension bracket"
This type of installation also does not require cardboard, but unlike the previous one, it makes it possible to mount a voluminous manual. In this way, it is possible to mount the root systems of plants, plants dried in sand, the so-called volumetric herbarium materials, dry fruits, cones of coniferous trees, etc.
Making a glass box
According to the size of the selected object, a paper template is made for the manufacture of a glass box. Using a ruler and a square, draw the sides, base and lid of the future box on millimetric or white writing paper (Fig. 20, 1 ). Having prepared the template, put glass on it and cut the glass with a diamond or a glass cutter (Fig. 20, 2 ). Get three pairs of glasses of three sizes: 2 pairs of side walls ( a, b, in, G) and 1 pair ( d, e) - bottom and lid.
All side glasses are laid out in the same plane on the table, alternating them in accordance with the position in the box (Fig. 20, 3 ). The glasses are shifted close to each other, leveled with a ruler so that they are all on the same level. Then cut along the ruler strips of edging paper 1/2 cm wide and with these strips, smeared with paste, adjacent glasses are glued to each other (Fig. 20, 3 ). When the place of gluing dries up, carefully, so as not to tear the paper strips, lift the glasses and place them vertically at an angle of 90 ° to each other, bringing the edges of the glasses together a and G(Fig. 20, 4 ). The walls of the resulting glass box are tied on the outside with thick threads or thin twine and along the line of contact between the glasses a and G glued from the inside with a strip of edging paper. After the glue has dried, the strapping is removed and all the edges of the box are glued on the outside with strips of edging paper 1-1.3 cm wide (Fig. 20, 5 ).
Preparation of the object chosen for installation
Suppose that for this work they took a cone of a coniferous tree or a twig with cones.
4 long pieces of strong thread are tied to the base and top of the cone. The free ends of the threads are placed on the tops of the corners of the tetrahedron (box), they are slightly pulled so that the exhibit takes a vertical position, and these ends of the threads are glued from the outside to the tops of the corners of the box with small strips of paper. When the glue dries, the tetrahedron is turned 180 ° and the four remaining ends of the threads are fixed at the vertices of the opposite side of the box (also using small strips of paper smeared with glue). The exhibit will thus be fixed in a suspended state inside the tetrahedron on stretched threads (Fig. 20, 6 ).
The prepared and filled label made of white drawing paper is glued from the inside to the glass in the lower right corner of the installation. It remains to attach the glass bottom and the lid of the box. To do this, the corresponding glasses are precisely applied to the upper and lower holes of the tetrahedron and each of them is alternately attached with the help of an outer edging to the edges of the glasses that form the sides of the box (Fig. 20, 7 ). If the glass of the bottom or lid of the box turns out to be somewhat smaller than the rectangular opening of the box, then it can be attached using cardboard triangles glued to the corners of the corresponding upper or lower opening of the box.
Rice. 20. The main stages of manufacturing installation
"Plant in a glass box on a pendant"
Mounting "A plant under a glass bell on a wooden stand"
This type of installation makes it possible to make visual aids from longitudinal and transverse sections of wood, from mushrooms, hard fruits, cones conifers and, finally, from plants dried in sand (voluminous herbarium materials).
Making a wooden stand for an object
The stand is a flat wooden rectangle resting on two legs glued to it from below in the form of wooden planks (Fig. 21, 1 , 2 , 3 ). From a well-planed birch or linden board bow saw cut rectangular segments, the size of which, depending on the size of the object, can be 912 cm or 1015 cm, 1318 cm, 1824 cm and 2430 cm etc. The cut places are well treated with a jointer so that they are smooth. The tree for stands should be dry. Raw wood cannot be used, because in the future, when dried, the planks will begin to warp, warp the installation made on them, and the manual will be damaged.
On the underside of the board-stand, two strips 2 cm wide are attached parallel to each other , 1 cm thick and 1 cm long longer than the side of the board. Planks are best glued with hot wood glue or reinforced with short screws. After that, the entire surface of the plank is etched with a strong solution of potassium permanganate and dried. Then they are treated with a thin glass skin, wiped with a cloth and rubbed with wax, after which they bring a mirror shine with a cloth.
A hole is drilled in the center of the polished board, corresponding to the thickness of the base of the mounted exhibit. The lower end of the exhibit is smeared with hot wood glue and glued into the prepared hole.
If saw cuts of wood are mounted under the glass cap, then these saw cuts are fixed on the stand with screws.
Making a glass cap and mounting the entire manual
A glass cap is made in the same way as a glass box, only without a bottom (see previous work).
When the stand is ready and the object (and the label) is fixed on it, the mounting of the visual aid is completed by attaching a glass valve (Fig. 21, 4 , 5 ). The cap is put on the object, abutted against the edges of the wooden stand, and the lower edge of the cap is attached to the stand using the outer edging. To do this, strips of paper 1 cm wide are folded lengthwise at an angle of 90 °, lubricated with outer side paste and impose one edge on the stand, and the other edge on the glass, gently smoothing with a cloth.
Rice. 21. Mounting details "plant under a glass cap on a wooden stand"
Making visual aids from fragile and small objects
with glass frame
In this type of benefits, tender, very brittle and fragile plants are mounted, well dried in paper. It is impossible to make a visual aid from such fragile plants using the methods described above. What plants can and should be used for this type of work? Small and delicate flowers, some green mosses, liver mosses, sundew, duckweed, etc.
In this type of work, not cardboard is used, but thin plywood, which gives the entire installation greater rigidity and strength.
A rectangle is cut out of plywood, corresponding in size to the object being mounted. The edges of the cut plywood are processed with a file or a sharp knife so that there are no burrs on them (Fig. 22, 1 ).
Then cut out a piece of glass equal in size to a plywood board. A thin layer of cotton wool is laid on a plywood board, which is covered with gauze on top. The edges of the gauze are laid under the cotton wool (Fig. 22, 2 ).
On the mattress made in this way, the mounted plants are beautifully laid out in accordance with the thematic content of the manual. In the lower right corner, a prepared label is placed with the name of the plant in Russian and Latin (Fig. 22, 3 ). The prepared piece of glass is wiped clean on both sides and placed on a mattress with plants, after which it is tied across with thin twine or thick threads (Fig. 22, 4 ). Next, make the edging of all sides of the installation in turn. To do this, cut the edging paper into strips with a width equal to the thickness of the board, cotton wool and glass plus 1 cm . The edges of the paper strips are folded to a width of 0.5 cm (Fig. 22, 5 ), smeared with paste and applied with one edge over the glass, and with the second - from below to the plywood. First, the short sides of the installation are framed, and when the glue dries, the transverse trim is removed and the long sides are framed.
Rice. 22. The main stages of making a visual aid from fragile and small objects
After drying, the manual is turned over with plywood towards itself, the entire lower surface is smeared with paste or hot wood glue, a suspension in the form of a ribbon loop is applied and the entire plywood is sealed with paper.
Volumetric drying of plants in sand
Very interesting, but extremely time-consuming volumetric drying of plants in the sand. Drying in paper compresses the plants, and they turn out to be flat, losing their natural shape. By drying in sand, the natural shape of plants can be preserved.
For bulk drying of plants, you need a tin box or a box of thick cardboard 40 cm long, 20-25 cm wide, 10-15 cm deep .
Sand for drying plants requires special preparation. The sand is stirred up in water (in a bucket or in a basin), allowed to settle for several minutes, the muddy water is drained and a new portion of water is poured, stirring the sand with a spatula. This is done several times until, after agitation and settling, the water over the sand stops becoming cloudy. Then the water is drained, and the sand on a baking sheet or a sheet of iron is calcined on a stove or on an open fire. When elutriated and calcined, clay particles and organic matter are removed from the sand and pure fine crystalline sand remains.
The process of drying in sand is reduced to the following operations (Fig. 26, 1 , 2 , 3 ): calcined sand is poured in an even layer on the bottom of the box, it is leveled and the plant that they want to dry is placed on the sand. The sand intended for backfilling the plant is poured into a piece of thick paper. The sharp end of the funnik is cut so that the hole is no more than 1 mm. By adjusting the opening of the fungus with your finger, the plant is evenly covered with sand. When the plant is covered, the box is placed in a warm place, where it is left for 2-3 days. During this time, the sand draws all the moisture out of the plant, and the covered plant will be dry.
Rice. 26. The main operations performed during the bulk drying of plants in the sand
The most difficult and responsible part of the work is the release of the plant from the sand, because the dried plant becomes brittle. To release the plant, the box is placed at a 45° angle on a sheet of newsprint and gently shaken to make the sand slowly flow down. When the bulk of the sand drains and the plant is half bare, take a burette or pipette and blow off the rest of the sand covering the plant through it with your mouth. The plant, freed from sand, is carefully lifted with tweezers and transferred to a pre-prepared box, or they immediately begin to mount the visual aid. Bulk material is mounted on a wooden stand under a glass cap (see above).
Preservation of plants and their parts
In the process of studying systematics, morphology and anatomy, laboratory classes are held to reinforce the theory. For these activities, preserved plant material is required: roots, rhizomes, tubers, fruits, flowers, fruiting bodies of mushrooms.
Preservation is carried out in the following solutions.
1. Preservation in a 5% acetic acid solution.
In this way, you can preserve fresh tomatoes, eggplants, table and capsicum peppers, apples, pears, cherries, plums, apricots, etc. At the same time, fresh fruits retain their natural color for a long time.
2. Preservation in a mixture of formalin, water, alcohol and glycerin. Make two solutions. For the first solution 30 g 40% formalin is diluted with 300 g of distilled water, the second solution is made from 100 g distilled water, 15 g 96% alcohol and 1.5 g glycerin. Before canning plants, both solutions are mixed. The plant or its parts must be kept in a 2% solution for 24 hours before being poured with a mixture of liquids. blue vitriol. After keeping the plant in a solution of vitriol, it is taken out, put in a jar and poured with a mixture of two solutions. With the indicated preservation, the plants and their parts retain their color and wax.
3. Preservation in a solution of formalin, alcohol and sulfuric acid in water.
50 g 40% formalin is mixed with 250 g 96% alcohol, and to this solution, carefully, stirring with a glass rod, pour 50 g in a thin stream normal sulfuric acid. The whole mixture is diluted with 2 liters of distilled water.
Before pouring, the plants are kept for 24 hours in a solution of 2% copper sulphate. Plants keep their color well.
4. Preservation in a solution of formalin and acetic acid.
A 1-2% solution of formalin is made, to which a 5% solution of acetic acid is added. Plants are soaked in this solution glass jar, which is carefully corked.
5. Preservation in a saturated solution of Epsom salts.
In this solution, fruits and flowers retain their color well.
To prepare visual aids from hat mushrooms, they need to be preserved in a different way.
To do this, they take mutton fat, which is melted in a steam bath, strained through a double layer of gauze or a clean canvas into a tin can, and naphthalene or camphor is added.
To preserve the fruiting bodies of cap mushrooms, cut off the tip of the stump, put the stump on a thin pointed stick, leaving part of it outside (Fig. 27, 1 , 2 ). Melt the lard without bringing it to a boil, and, taking the fruiting body of the mushroom by the free end of the stick, lower it into the lard so that the lard covers the entire fruiting body (Fig. 27, 3 ). This will begin a rather rapid release of air bubbles from the fungus. After the release of air stops, the fruiting body is preserved - the air in it is replaced by fat. The fruiting body of the fungus is taken out of the fat, the excess fat is allowed to drain, and after cooling, the entire fruiting body is carefully wiped with a cloth or a piece of gauze.
The fruiting body of the fungus preserved in this way can be mounted under a glass cap on a wooden stand (Fig. 27, 4 ).
Rice. 27. Operations performed during the conservation of the fruiting body of the fungus.
3. PRODUCTION OF VISUAL AIDS IN ZOOLOGY
3.1 Insects
HOW TO COLLECT INSECTS AND OTHER ANIMALS
WHAT TO PREPARE
First of all, you need to make sure that there is a place where to put fees. To do this, collect in advance all kinds of boxes of sweets, cigarettes, coffee, shoes and all sorts of others. Even empty matchboxes can sometimes be very useful.
All boxes, in case there is a paste at hand, should be pasted over with paper to give them a neater look.
Part storage collected material and for the manufacture of many preparations you will need cotton wool: white - pharmacy, hygroscopic and, besides it, any other.
Store about 200-300 grams of cotton for each collector.
To catch insects, you need to make a net. Bright children's nets, red, green, blue, which are often sold in toy stores and stalls in the summer, are completely unsuitable.
A real - entomological - net for catching insects should look like a long bag with a rounded bottom.
How to make it?
For each net, get 1 m gauze or, which is much stronger, muslin or smooth, without patterns, tulle.
This size, as can be seen from the figure, will be equal to the width of the pattern, that is, the circumference of the net. Net depth should be 70 cm. In addition to gauze or muslin, you need a strip of strong fabric - linen or at least dense calico - 90 long cm and width 12 - 15 cm. This strip is sewn with an edge to the edge of gauze (or muslin). Anyone who knows how to sew knows how to lay a seam for stitching. After that, a strip of dense fabric is folded in half lengthwise and the free edge is sewn to the thin fabric of the net. It will turn out a tube of strong matter, into which a hoop - a ring - a net will be inserted. If you sew gauze directly to the hoop, then after a week of working with a net, this thin fabric will be wiped. Having sewn on the canvas, it is necessary to make a net pattern on the newspaper and pin it to gauze or muslin. Pattern width - 90 cm, and you took gauze with a width of 1 m. Place the pattern on the cheesecloth so that there are strips of 5 on the sides of it. cm, which will go to the seams. Then cut out the gauze according to the newspaper pattern and sew the net. If the gauze is starched, then the sewn bag must be soaked in boiling water and dried. At the same time, it is also good to iron it with an iron.
Now make a ring - a hoop - for the net. Take a piece of wire about 4 mm, length - according to the bag - 112 cm. Mark the distance on the wire: 1 cm + 10 cm + 94 cm + 6 cm + 1 cm.
Wire ends 1 cm bent and flattened, made sharp. This is necessary in order to make it easier to hammer the wire into a stick. Put the net bag over the hoop. Pick a good stick. It should be straight, light, but strong, 11 m. You don’t need to do it longer, otherwise there will be no confident and well-aimed swing of the net when fishing. How to strengthen the hoop to the stick, can be seen in the figure. 5. Holes in the stick for bending the hoop must be made with a knife, otherwise the stick will split. "Bends" are hammered into a stick with a hammer and tightly tied with a rope (twine). The net is ready!
Rice. 5. How to strengthen the hoop.
Rice. 6. Spreading device.
It is also useful to have a water net. It is made with a depth of 50 cm. The wire is taken as thick as a pencil and the ring is fixed on a stick in two places. The stick should be thicker than the air net, and longer - about 2 m.
For temporary storage of caught insects, one or two jars should be available. It is best to stock up on wide-mouthed jars with corks, for example, from mustard. If the bank has no cork stopper, and a screw-on aluminum lid, then you should cut out a cardboard circle, soak it with fat or petroleum jelly and put it in the lid so that it closes the jar tightly when screwed.
You can also make a stain from such a jar. Only then should a ball of cotton wool be pinned to the cork from the inside, on which it will be necessary to drip a soporific agent. You can do it even differently: drill a hole in the cork, through which insert a small test tube, facing the hole inside the jar. At the same time, cotton wool is laid in a loose lump inside the test tube.
Many insects and especially butterflies will have to be straightened. For this work, you need to prepare spreaders. If insects are prepared for collections on entomological pins, a spreading such as shown in Figure 6 will be required. general form, below - view of spreader from one end; above it is the same straightening in the section. Two small blocks are visible - supports for her planks. There is a gap between the planks about 1 cm; from below, under the edges of the gap, plates of bottle caps or a strip of soft cardboard are glued with strong carpentry glue. In this case, the gap becomes a groove. It is necessary to put the body of a butterfly in this groove, which is pierced with a pin through a cork or cardboard bottom, while the wings are pressed against the planks. It is useful that the planks have a slope to the groove, as shown in the figure. Boards must be made from soft wood- linden or aspen, so that pins are easily stuck. The figure shows all dimensions of the spreader.
But collections of insects may not be on pins, but on cotton wool. Then the alignment can be done much easier. It is necessary to chop boards from an aspen log, scrape them (if there is no planer, with glass) and gouge a groove along each board in the middle, at least with a knife.
Very useful for all kinds of work tweezers. These forceps are sold in teaching aid stores and pharmacies. Choose tweezers should be pointed. Homemade tweezers can be made from a strip of tin 15--18 cm and a width of 1 cm. The ends of the strip are made, like with real tweezers, sharp, elongated; the very tips are bent to one side. The entire strip is bent in half, so that the ends come together, like tongs. The sharp ends must, of course, be bent inwards. Instead of tweezers, dissecting needles can often be dispensed with. Stock up on 5 needles - they will also be needed for sewing when making collections. To make a dissecting needle, you need to take a straight stick from any branch as thick as a pencil, 10 cm length. Stick a needle into the end of it, first making a hole with the sharp end, and then insert the needle with the eye into the tree.
That's all the basic equipment for collecting zoology collections that can be kept dry.
Unfortunately, many of the animals taught in school cannot be kept dry. They have to be put in 70-degree alcohol or formalin.
It's easier to get formalin. It is sold in pharmacies. It is enough to have a small bottle of formalin, because for preservation this 40-degree formalin must be diluted with water (1 part of formalin to 15 parts of water). If possible, get wide-mouth jars with corks: it is convenient to store the object of collection preserved in formalin in them. To collect very small animals - mosquitoes, spiders, small insect larvae - you should have glycerin (of course, liquid, not condensed), pouring it into pharmacy bottles from under the drops.
COLLECTION OF INSECTS
Very many insects, such as beetles, grasshoppers, flower bugs, are collected simply by hand and thrown into the stain. To a bumblebee or a bee sitting on a flower, you need to bring an open jar from below and push the insect there with a cork. They are well protected from enemies with their sting, are not as shy as flies or butterflies, and do not fly away when you bring a jar to them. Butterflies, flies, dragonflies are caught with a net. It is very difficult to catch an insect on the fly and you have to watch when it sits down. You should carefully bring the net to the butterfly sitting on the flower, approaching it so that the shadow does not frighten the insect. Then you need to make a quick movement with the net, then the butterfly will be in the depths of the net, and turn the net so that its hole closes.
After that, having found through the net where the insect is sitting, they take it with two fingers of the left hand, clamping it in the fabric, open the net, bring the open jar with the right hand and stick the insect into it.
Insects for the collection have to be euthanized. To do this, use chloroform or sulfuric ether, which is dropped onto a cotton swab in a jar. The jar is filled with poisonous vapors, which put insects to sleep: butterflies after 2-3 hours, beetles after 5-6 hours; only half an hour is enough for flies. Although ether is the most convenient sleep aid, it is best to avoid it.
In a jar where insects are collected, many narrow strips of blotting paper or newsprint, crumpled into a loose lump, should be placed.
Other means of marinating are not as convenient, but safer. Get sulfur (in sticks, pieces or in powder), melt it in some flat tin and soak blotting paper in the melted sulfur. After that, dry the paper and cut it into pieces. When preparing a stain before a trip, pin one such piece to the cork of the jar from the inside with a pin, set fire to the piece of paper and let it burn in closed jar where the insect is.
You can kill insects and boiling water. Having brought home the insects in a jar alive, it is necessary to heat water in a tin and, when it boils, pour the insects into it. They will be instantly killed. Insects are dried on a newspaper or absorbent cotton. Wetting does not harm even butterflies.
From the collected and euthanized insects, you can immediately prepare collections. If you postpone this work for another time, then transfer all insects from the stain to cotton wool for temporary preservation. Such laying is carried out on layered cotton wool, cut into mattresses according to the size of the box.
Rice. 7. Temporary storage of insects on cotton pads, with a record of the place and time of collection.
Rice. 8. How to straighten and how to prick insects of different orders.
Under the mattress, as shown in the picture. 7, lay a strip of paper the same width as the cotton wool layer, but longer than it. For the ends of this strip, cotton wool with insects is easy to remove from the box, and when the cotton wool is placed in the box, the ends of the paper are wrapped on cotton wool from both ends and the insects are covered.
Since collections, especially if they are made in little-studied places, can be of scientific importance, it is useful to attach to the collections a record of where, when and by whom the insects were caught. To do this, a sheet of writing paper of the same size is placed on the layer with insects, where all the necessary information is indicated. If not the entire mattress is occupied by a separate collection, but only part of it, then this part is separated with a piece of black or colored thread laid on the cotton wool, and a line should be drawn on the cover sheet with a pencil, corresponding to the thread. Then each entry is made only to a certain part (Fig. 7).
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The concept, essence and meaning of the principle of visibility in modern education. Methods of working with visual aids and tools. Modern problems in the culture of making visual aids. Layout album development
lesson type - combined
Methods: partially exploratory, problem presentation, reproductive, explanatory-illustrative.
Target:
Students' awareness of the importance of all the issues discussed, the ability to build their relationship with nature and society based on respect for life, for all living things as a unique and priceless part of the biosphere;
Tasks:
Educational: to show the multiplicity of factors acting on organisms in nature, the relativity of the concept of "harmful and beneficial factors", the diversity of life on planet Earth and the options for adapting living beings to the whole range of environmental conditions.
Developing: develop communication skills, the ability to independently acquire knowledge and stimulate their cognitive activity; the ability to analyze information, highlight the main thing in the studied material.
Educational:
Formation of an ecological culture based on the recognition of the value of life in all its manifestations and the need for a responsible, careful attitude to the environment.
Formation of understanding of the value of a healthy and safe lifestyle
Personal:
education of Russian civil identity: patriotism, love and respect for the Fatherland, a sense of pride in their homeland;
Formation of a responsible attitude to learning;
3) Formation of a holistic worldview, corresponding to the current level of development of science and social practice.
cognitive: the ability to work with various sources of information, convert it from one form to another, compare and analyze information, draw conclusions, prepare messages and presentations.
Regulatory: the ability to organize independently the execution of tasks, evaluate the correctness of the work, reflection of their activities.
Communicative: Formation communicative competence in communication and cooperation with peers, seniors and juniors in the process of educational, socially useful, teaching and research, creative and other activities.
Planned results
Subject: know - the concepts of "habitat", "ecology", "environmental factors" their influence on living organisms, "connections of living and non-living";. Be able to - define the concept of "biotic factors"; characterize biotic factors, give examples.
Personal: make judgments, search and select information; analyze connections, compare, find an answer to a problematic question
Metasubject:.
The ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive problems.
Formation of the skill of semantic reading.
Form of organization of educational activities - individual, group
Teaching methods: visual and illustrative, explanatory and illustrative, partially exploratory, independent work with additional literature and textbook, with DER.
Receptions: analysis, synthesis, conclusion, transfer of information from one type to another, generalization.
Goals: to acquaint with the variety of leaves, the features of their external structure; to teach to recognize leaves by types of venation, the shape of the leaf blade, the shape of the edge, the location on the stem, to distinguish between simple and complex leaves.
Equipment and materials: houseplants, herbariums of plants with different types of leaf blades, willow leaf herbariums (for each desk).
Key words and concepts: leaf, leaf structure, leaf blade, petiole, leaf base, stipules; ways of attaching leaves: petiolate leaf, sessile leaf, moisture leaf; simple and compound leaves; dissected leaves: palmately lobed, palmately dissected, palmately divided, pinnately lobed, trichately lobed; leaf edge shapes: entire, serrated, serrate, prickly (prickly-toothed), crenate, pitted, sinuous; forms of leaf blades: oval, ovoid, lanceolate, sagittate, pinnately lobed, pinnately dissected, paired pinnate, unpaired pinnate, linear, ternary, palmate
Teacher's story with elements of conversation
Leaf blades can be classified in form. There are a huge number of forms of leaf blades: rounded, ovoid, linear, lanceolate, spear-shaped, sagittate, heart-shaped, oblong etc. Can be classified according to edge shape. In addition to leaves with a solid edge (they are called - whole-edge), There are several main types of edge shape: jagged, serrated, prickly (prickly-toothed), crenate, pitted, winding.
It should be noted that leaves of various shapes, sizes, and colors can be found on one shoot. This phenomenon is called heterophilia. Heterophilia is characteristic of buttercup, arrowhead and many other plants.
If you look at the leaf blade, you can see veins- bundles of conducting vessels. You saw them on the willow leaf. The arrangement of the veins on the leaf may be different. The way the veins are placed is called venation. There are several types of venation: parallel, arcuate, dichotomous, reticular (finger and pinnate).
Parallel, or arcuate, venation is characteristic of monocotyledonous plants, and reticulate - for dicotyledons.
Think about which plants are dicots.
What other signs of dicot plants do you know?
Give examples of monocots and dicots.
Consolidation of knowledge and skills Practical work 13. DEFINITION OF SIMPLE AND COMPOUND LEAVES
Working process
Describe the herbarium leaf samples lying on your tables according to the plan.
Plan
What is the method of attaching this leaf to the stem?
What is leaf venation?
Is it a simple sheet or a complex one?
What is the shape of the leaf blade of this leaf?
What is the shape of the edge of the sheet?
2. What plant - monocotyledonous or dicotyledonous - does this leaf belong to?
3. Look at the drawing. Write down the types of venation that the leaves shown in the figure have.
Leaf venation
4. Leaves simple and compound, their venation and leaf arrangement
Consider the proposed plant samples. Give a brief description of their leaves according to the plan, the name of the plant, simple or compound leaves, type of venation, type of leaf arrangement.
Creative task. Make a sheet print. To do this, you need a dried sheet (the leaves are dried in several layers of newspaper under pressure), gouache or watercolor paints, watercolor paper, a small paint roller. The sheet should be thickly smeared with watercolor or gouache paint and placed on watercolor paper. Top with blotting paper and roll. Compose a composition of prints of various leaves.
A task for students interested in biology. Using additional literature, pick up examples of plants with different types of leaf blades.
Manifoldleaves
Sheet. Kindsleaves. Release#2
Resources:
I.N. Ponomareva, O.A. Kornilov, V.S. Kuchmenko Biology: Grade 6: a textbook for students of educational institutions
Serebryakova T.I., Elenevsky A. G., Gulenkova M. A. et al. Biology. Plants, Bacteria, Fungi, Lichens. Trial textbook for grades 6-7 of high school
N.V. Preobrazhenskaya Biology workbook for the textbook by V. V. Pasechnik “Biology Grade 6. Bacteria, fungi, plants
V.V. Pasechnik. Manual for teachers of educational institutions Biology lessons. 5th-6th grades
Kalinina A.A. Lesson developments in biology Grade 6
Vakhrushev A.A., Rodygina O.A., Lovyagin S.N. Verification and control work to
textbook "Biology", 6th grade
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