• Purpose:compile the morphological characteristics of two plants of the same genus, compare them and draw a conclusion about the causes of similarities and differences.
• Equipment:living plants, herbarium materials (drawings as an additional source of information).

• Progress:
• 1. To study the features of the external structure of plants
• 2. Read the description of plant varieties.
• one kind
• 3. Indicate distinctive features
• 4. Based on the material studied, draw conclusions about the distinguishing features of plants of one species

• PROGRESS.

• Conclusion: (as evidenced by the similarities and differences).

• Violet(Viola), a genus of plants of the violet family. Perennial, rarely annual grasses, sometimes shrubs.
• Leaves are alternate or in a basal rosette, usually with stipules.
• The flowers are purple, yellow, white or multi-colored, solitary. Corolla wrong - lower lobe with spur, which includes the nectaries of the two lower stamens.
• F. is characterized by the formation of cleistogamous (see Kleistogamy) flowers. The fruit is a box opening with three wings.
• about 500 species, around the globe, but most in the temperate zone of the North. hemisphere and in the Andes.
• There are about 100 species in the CIS.

• Fragrant violet

• Fragrant F. (V. odorata), found mainly in broad-leaved forests of the European part of the CIS, in the Crimea and the Caucasus, since ancient times has been bred as a decorative, sometimes as an essential oil plant; F. tricolor (V. tricolor), weed, in the European part of the CIS and in the south of Western Siberia;
• Together with the mountain F. Altai (V. altaica) and some other F., it served as one of the initial species for the creation of garden F. Vitrokka, or garden pansies (V.? Wittrockiana), numerous varieties of which are common in floriculture.

• Violet creeping Viola epipsiloides A. et D. Love - Violet creeping.
• Leaves below (especially along the veins) with sparse hairs, bare above.

• Viola hultenii W. Becker - Violet of Hulten.
• Morphologically close to V. epipsiloidesA. et D. Love, from which it differs by larger leaves (up to 5 cm in diameter), petiole longer than 10 cm and peduncles up to 10-15 (20) cm long, but the leaves are often spaced along with round ones.

• The final stage of work:
• Place all observations on the work materials in a table.
• Draw conclusions
• D \\ Z - repeat the material studied in the textbook

The first of the laboratory works indicated in the improved program on general biology - “Study of the morphological criterion of a species” (the topic “Evolutionary doctrine”) can be conducted on coniferous or deciduous species, using the students' skills to determine their genus and species affiliation. For the lesson you need to prepare shoots of conifers and deciduous species of various species, their fruits or cones, seeds. This will allow you to organize work on options. For example, one group of students can be asked to compare the morphological characteristics of representatives of the genus pine - ordinary pine and Siberian pine (cedar), another - genus spruce - Norway spruce (European) and Siberian spruce, the third - poplar genus - trembling poplar (aspen) and black poplar etc.

In order to more clearly organize the lesson and save training time in the lesson, it is advisable to use instruction cards. Exemplary instruction cards No. 1 and 2 for performing the laboratory work under consideration are given below. They, as well as written instructions for other laboratory exercises described in this article, contain a list of necessary materials and equipment, instructions on the procedure and methods of work, recommendations for recording and processing data received by students, and for drawing conclusions.

Laboratory work “Study of the morphological criterion of species on conifers”

Equipment: shoots with needles and cones of various types of conifers (pine - ordinary, Siberian, Veymuteva; spruce - ordinary, Siberian, fir - Siberian, white; larch - Siberian, European, etc.); rulers, magnifiers, blades, tweezers; workbooks.

Progress 1. Compare two species of one of the conifers by the following features of the needles:

1) placement of needles on the shoot (singly or in bundles);

2) the number of needles in the bunch;

3) length (in mm);

4) the shape of the cross section;

5) degree of rigidity;

2. Establish similarities and distinguish the studied species by the characteristics of cones and seeds:

1) the length of the cone (in cm);

4) the shape of the seed flake;

5) the characteristics of the seed (with a wing or wingless, the shape of the wings, the shape and size of the seeds (in mm).

3. Determine which features make up the morphological criterion of each of the considered species. Enter the results of the work in the table (see table. 1 and Fig. 1).

Instruction card No.2

Laboratory work “Study of the morphological criterion of species on hardwood”

Equipment: leafy shoots; fruits and seeds of various types of hardwoods (maples - holly, field, ash, Tatar; oaks - summer, winter, red; poplars - black, white, aspen; alder - black, gray, etc.); rulers, magnifiers, knives; workbooks;

Progress

1. Compare the two species of one of the deciduous species according to the following features of shoot and kidney:

1) the location of the kidneys along the shoot (opposite or spiral);

2) .size (in mm), shape, color, pubescence of the kidneys;

3) the color and presence of pubescence of shoots;

4) the shape of the core on the cross section of the shoot.

1. The apical kidneys are relatively small - up to 5 mm long, the lateral kidneys are even smaller, brownish in color, covered with whitish hairs

2. Escape "brownish with grayish longitudinal cracks

3. The leaf blades are whole-cut or with 2 teeth, blunted at the tops

4. Leaf blades 4-9 cm long, 6-11 cm wide

5. Lionfish deployed in a straight stick, with a total length of 70 mm

2. Consider the leaves of the studied species and identify the differences:

1) the shape of the plate;

2) dismemberment of the leaf blade;

3) the shape of the edge of the sheet;

4) sheet size (in cm).

3. Establish the similarity and difference between the studied species of deciduous species according to the characteristics of fruits and seeds: the shape and size (in mm) of the fruit; . 2) the shape and size (in mm) of the seed.

4. Determine which features make up the morphological criterion of each of the considered species. Enter the results of the work in the table (see table. 2 and Fig. 2).

To carry out laboratory work No. 2 - “Identification of organisms variability on deciduous and coniferous species”, schoolchildren are given leafy shoots or sets of leaves and cones of trees and shrubs: In this case, each student performs work on the example of one of the species of tree or shrub species.

Instruction card No.3

Laboratory work “The study of the variability of organisms (on the example of conifers)”

Equipment: cones of coniferous species of the same species (Norway spruce, Siberian spruce, pine, ordinary, etc.); rulers, strips of graph paper, magnifiers, colored pencils or cores, workbooks.

Progress

I. Establish similarities in the cones of the studied breed, answering the following questions:

The apical buds are quite large - up to 10 mm long, lateral - 5-7 mm, covered with brown-reddish shiny scales

2. Shoots are reddish brown or yellowish green

3. Blades of leaves with a notched-toothed shape of the edge, thinly pointed at the tops

4. Leaf blades up to 18 cm long, up to 22 cm wide

5. Lionfish diverge at an obtuse angle, reach a span of up to 60 mm

6. Seeds up to 15 mm long, rounded angular

1. Apical buds are relatively small, up to 5 mm long, lateral even smaller, brownish in color, covered with whitish hairs

2. Runaways are brownish with grayish longitudinal cracks.

3. The leaf blades are whole-cut or with 2 teeth, blunted at the tops.

4. Leaf blades 4-9 cm long, 6-11 cm wide.

5. Lionfish deployed in a straight line, with a total length of up to 70 mm

6. Seeds about 10 mm long, oval

II. Identify the differences between the studied cones in order to measure their Length and largest diameter. Write down the measurement data in the table (see tab. 3 and fig. 3).

Draw conclusions about the presence of constant and varying traits in the cones of plants of this species.

IV. Make a graph of the variability in the size of the cones of the studied breed, noting the numbers of cones on the abscissa axis, and Numerical values \u200b\u200bof the length and largest diameter on the ordinate axis.

Instruction card№ 4

Laboratory work “The study of the variability of organisms (for example, hardwood)”

Equipment: leafy shoots or leaves of tree or shrub species of the same species (common ash, maple ash, common rowan, yellow acacia, wild rose, raspberry, horse chestnut, etc.); rulers, magnifiers, colored pencils or rods, workbooks.

Progress

I. Establish similarities in the structure of the leaves of the studied breed, answering the following questions:

1. Leaves of a tree (shrub) petiolate or sessile?

2. To which group do leaves belong in their structure (simple or complex)?

3. What is the shape of the leaves (ternate, palmate, cirrus)? Cirrus complex leaves of plants are paired or unpaired?

Tasks. To deepen and expand students' knowledge of the species as a central component of the evolutionary process. To deepen and expand students' knowledge of the species as a central component of the evolutionary process. Find out the differences in understanding the species by Linnaeus, Lamarck, Darwin. Find out the differences in understanding the species by Linnaeus, Lamarck, Darwin. Define the concept of a population as a structural unit of a species. Define the concept of a population as a structural unit of a species.

Transformists. Species were not created by God, but arose under the influence of external conditions: Species were not created by God, but arose under the influence of external conditions: a) large groups of animals and plants have common features; a) large groups of animals and plants have common features; b) there are transitional forms. b) there are transitional forms.

Karl Linney Species really exist, but there is no development. There are strict boundaries between species, since each of them is created by a separate creative act. Species really exist, but there is no development. There are strict boundaries between species, since each of them is created by a separate creative act.

Jean-Baptiste Lamarck. Species change under the influence of the environment. This is facilitated by: Species change under the influence of the environment. This is facilitated by: a) exercise and non-exercise of organs; a) exercise and non-exercise of organs; b) the inheritance of acquired characteristics. b) inheritance of acquired characteristics. There is a continuous series of individuals, and species are imaginary categories invented by man to facilitate classification. There is a continuous series of individuals and species are imaginary categories invented by man to facilitate classification.

Charles Darwin. Species really exist, are relatively constant and are the result of historical development. There are different species, there are close ones, but all of them are connected evolutionarily. Species really exist, are relatively constant and are the result of historical development. There are different species, there are close ones, but all of them are connected evolutionarily.

Species are a collection of individuals characterized by the following features: 1. Origin from a common ancestor; 2. A single genetic apparatus; 3. The similarity of morphological, physiological, biochemical, ethological features; 4. Similar crosses in natural conditions and the presence of prolific offspring; 5. Distribution on a certain plot of land (area), similar environmental conditions; 6. General types of relationships with biological and abiotic environmental factors; 7. Isolation from other forms of individuals, almost complete absence of hybrid forms.

1. Morphological. Essence: A set of external and internal signs of the body. Essence: A set of external and internal signs of the body. Pros: Fast, intuitive, convenient. Pros: Fast, intuitive, convenient. Cons: Cons: 1. There are double species: among malaria mosquitoes, fruit flies, whitefish; in birds, 5% of double species; 1. There are double species: among malaria mosquitoes, Drosophila, whitefish; in birds, 5% of double species; 2. The phenomenon of sexual dimorphism; 2. The phenomenon of sexual dimorphism; 3. The larval stage and adult stage in many species differs in internal and external characters. 3. The larval stage and adult stage in many species differs in internal and external characters.

2. Physiological. Essence: features of the processes of life. Essence: features of the processes of life. Pros: often a factor that ensures the genetic viability of a species; visual. Pros: often a factor that ensures the genetic viability of a species; visual. Cons: physiological processes are too variable even for representatives of the same species. Cons: physiological processes are too variable even for representatives of the same species.

3. Biochemical. The bottom line: the analysis of the characteristic, specific to the type of substances (enzymes, hormones, etc.). The bottom line: the analysis of the characteristic, specific to the type of substances (enzymes, hormones, etc.). Pros: for two doubles of the species: butterflies of the genus Omata, two enzymes are diagnostically. Pros: for two doubles of the species: butterflies of the genus Omata, two enzymes are diagnostically. Cons: very time-consuming, there are no specific substances characteristic of only one species in closely related species. Cons: very time-consuming, there are no specific substances characteristic of only one species in closely related species.

4. Genetic. Essence: analysis of the number of chromosomes, the composition of chromosomes and individual genes. Essence: analysis of the number of chromosomes, the composition of chromosomes and individual genes. Pros: different species are characterized by their own set of chromosomes - a karyotype. Pros: different species are characterized by their own set of chromosomes - a karyotype. Cons: Cons: 1. For different species, the number and shape of the chromosomes may be similar; 1. In different species, the number and shape of chromosomes may be similar; 2. Within the species, individuals can have a different number of chromosomes; 2. Within the species, individuals can have a different number of chromosomes; 3. Gene polymorphism. 3. Gene polymorphism.

5. Ethological. Essence: a behavior feature that prevents crossbreeding. Essence: a behavior feature that prevents crossbreeding. Pros: morphologically similar species can vary in behavior, habits. Pros: morphologically similar species can vary in behavior, habits. Cons: individuals of the same species can vary greatly in behavior. Cons: individuals of the same species can vary greatly in behavior.

CONCLUSION: All criteria are aimed at ensuring the genetic isolation of the species; All criteria are aimed at ensuring genetic isolation of the species; The criteria are relative, so the view is determined by the totality of all the criteria. The criteria are relative, so the view is determined by the totality of all the criteria.

Properties and structure of the species: 1. Genetic unity (individuals of the species interbreed, produce prolific, viable offspring, have a number of common characteristics that determine their belonging to the species). 1. Genetic unity (individuals of the species interbreed, produce prolific viable offspring, have a number of common characteristics that determine their belonging to the species). 2. Genetic independence (the impossibility of crossing individuals of different species). 2. Genetic independence (the impossibility of crossing individuals of different species). 3. Discreteness (the existence of a species as a population). 3. Discreteness (the existence of a species as a population).

POPULATION - a collection of individuals of one species occupying a certain territory within the range, freely interbreeding with each other, and to some extent isolated from other populations of this species. POPULATION - a collection of individuals of one species occupying a certain territory within the range, freely interbreeding with each other, and to some extent isolated from other populations of this species. A population is an elementary unit of evolution. A population is an elementary unit of evolution. 1. The exchange of information between populations ensures the unity of the species; 1. The exchange of information between populations ensures the unity of the species; 2. If the exchange of genes between populations ceases, then different directions of selection can lead to the formation of new or new species. 2. If the exchange of genes between populations ceases, then different directions of selection can lead to the formation of new or new species.

CONCLUSION: CONCLUSION: TYPE - TOTAL GEOGRAPHICALLY AND ENVIRONMENTALLY SIMILAR POPULATIONS POSSIBLE IN NATURAL CONDITIONS TO CROSS BETWEEN GENERALLY MORPHOPHYSIOLOGICALLY SOCIETY RESULTS TYPE - TOTAL GEOGRAPHICALLY AND ENVIRONMENTALLY SIMILAR POPULATIONS ARE ABLE IN NATURAL CONDITIONS TO CROSS BETWEEN GENERAL MORPHOPHYOLOGICAL SIGNS AND BIOLOGICAL.

Practical work "Studying the morphological criterion of a species using plant and animal organisms as an example" Practical work "Studying the morphological criterion of a species using plant and animal organisms as an example" Work progress. Progress. 1. consider plants of 2 species. Write down their names, make a morphological characteristic of each plant: describe the features of their external structure (leaves, stems, roots, fruits, flowers); identify similarities and differences between them. 1. consider plants of 2 species. Write down their names, make a morphological characteristic of each plant: describe the features of their external structure (leaves, stems, roots, fruits, flowers); identify similarities and differences between them. 2. Consider a stuffed animal (image) of 2 species. Write down the names, make a morphological characteristic of each animal; describe the features of their external structure; using wet preparations (tables), describe the features of the internal structure; identify similarities and differences. 2. Consider a stuffed animal (image) of 2 species. Write down the names, make a morphological characteristic of each animal; describe the features of their external structure; using wet preparations (tables), describe the features of the internal structure; identify similarities and differences.

1. Morphological characteristics of plants Structural features Plant 1 Plant 2 Leaves: Leaves: a) petioles b) sessile Veining: a) arc b) mesh a) arc b) mesh c) parallel Stem: a) shortened b) upright c) climbing d ) clinging Stem: a) shortened b) erect c) curly d) clinging Flowers: Flowers: 1.color 2. formula 3. Single 4. inflorescence Root: 1. goby root. 2.root root system. Root system: 1. Horny root. 2.root root system. Fruits system: Fruits: 1.a) dry b) juicy 2.a) single-seed b) multi-seeded 3. kind of fruit

2. Similarly, make a morphological characteristic of two animals. 3. Formulate a conclusion. 1. What criteria did you use when describing plants and animals? 1. What criteria did you use when describing plants and animals? 2. What explains the similarity of the plants you examined? 2. What explains the similarity of the plants you examined? 3. What explains the difference between the plants you examined? 3. What explains the difference between the plants you examined? 4. What explains the similarity of the animals you examined? 4. What explains the similarity of the animals you examined? 5. What explains the difference in the animals you examined? 5. What explains the difference in the animals you examined?