general biology. C1. general biology C1 biology

Starting with this post, we will analyze which six sections of task group C await your most close consideration and comprehension.

C1 — here are tasks that involve applying your knowledge to practical situations . As a tutor for the exam in biology, I must definitely emphasize that these tasks can relate to any section of biology.

Here are some examples of C1 tasks

All these tasks are from real tests of the USE in biology of previous years. It is advisable to first answer these questions yourself, preferably in writing, and then compare your answers with the answers at the end of the post:

1. On the surface of the soil, you can sometimes see a large number of earthworms. Explain under what meteorological conditions this happens and why?

2. Why is the soil in forest plantations populated with mycorrhizal fungi?

3. What processes ensure the movement of water and minerals in the plant?

4. The circulatory system of insects is not associated with the transport of gases. How are they transported through the body of animals?

5. What is the role of chemosynthetic bacteria in ecosystems?

6. What is a conditioned reflex and what is its role in the life of an animal?

7. Ribosomes from different cells, identical i-RNA molecules, the necessary set of amino acids and all types of t-RNA were placed in a test tube, and all the conditions for protein synthesis were created. Why will one type of protein be synthesized in a test tube on different ribosomes?

8. Explain why nitrogen fertilization is not required when growing legumes?

9. Why can treating a person with antibiotics lead to intestinal dysfunction?

10. What is the protective role of leukocytes in the human body?

11. Why did tissues and generative organs appear in plants?

12. What explains the death of seeds in boiled water?

13. What is the meaning of accommodation?

14. Why is only the interconnection of all parts of the analyzer a necessary condition for its functioning?

15. Why is the color of objects not perceived with peripheral vision? Explain the answer.

16. How does an egg develop after fertilization?

17. Why are the testes and ovaries classified as glands of mixed secretion?

18. What determines the intermediate nature of the inheritance of a trait?

19. What is the structure of the vestibular analyzer? Classification of taste buds and their localization.

20. What is the importance of noise control?

21. What first aid measures should not be taken in case of frostbite of 2-3 degrees and why? What needs to be done?

22. What is the role of plants in ecosystems?

23. It is known that the tail of a male ornamental Japanese cock reaches 10 meters. Explain how this breed was bred by humans. Why don't birds with such length of tail occur in nature?

24. When frozen, potato tubers acquire a sweetish taste. What is the reason?

25. Explain from a biological point of view the fact that a person who carries hot tea in a cup made of expensive porcelain does not let go of it and suffers pain.

27. One American cowboy had his chest pierced from both sides during a shootout with bandits. Although both lungs remained unharmed, the cowboy still died of suffocation. Why?

28. Why, with a bad sense of smell, the taste of food is not felt.

29. How is experience different from observation?

30. Why doesn't the pressure break the animals at a depth of 2000 m under water?

31. Why is it necessary to pre-emulsify the fats to break down?

32. Hereditary (congenital) and non-hereditary diseases, the role of the environment in their manifestation?

ANSWERS:

1) usually a lot on the soil surface can be observed after a strong, prolonged rain;

2) earthworms are aerobic organisms, they do not have a specialized respiratory system, they breathe the entire surface of the body with air oxygen, therefore they crawl out to the soil surface when their burrows are flooded with water.

1) mycorrhizal fungi are symbionts of woody and shrub life forms of plants. They act as root hairs on the roots of these plants;

2) mycorrhizal fungi improve mineral nutrition (mainly the absorption of phosphorus) and promote greater water absorption.

Water and minerals move from the roots to the stem and leaves of the plant through the vessels (ascending xylem flow) due to:

1) sucking power of rootsarising from transpiration - evaporation of water by leaves;

2) root pressure, which occurs as a result of the constant flow of water into the root (diffusion) due to the difference in the concentration of substances in the root cells and the environment.

1) the transport of gases in insects is carried out through specialized respiratory organs - trachea (a system of long thin tubes that surround all organs and tissues);

2) O2 enters the trachea from the air and is transferred to the cells of the insect's body, and CO2 is released from the cells in the trachea, so there is no need for the participation of the circulatory system in the transport of gases.

1) are only a small part of the species of prokaryotes (bacteria). These bacteria, like plants, are capable of creating organic substances from inorganic ones themselves. But unlike plants phototrophies using for life sunnyenergy, these bacteria are chemotrophic organisms (capable of using energy for life oxidation of inorganic substances);

2) chemosis bacteria, being autotrophic organisms like plants, perform in ecosystems - the creators of primary organic matter, that is, they are the first link in power circuit.

1) conditioned reflexes are reflexes, acquired animals or humans during life on the basis of unconditional and not transferred by inheritance;

2) with the help of conditioned reflexes, the organism adapts to specific conditions existence.

1) biological matrix,that is, the primary information for the synthesis of protein molecules are , and ribosomes are only a place of assembly of a protein molecule;

2) since i-RNA in the experiment the same - this means that they all carry information about the same primary structure(sequence of amino acid links) of a protein molecule.

1) legumes plants are able to enter symbiotic relationship with nodule bacteria... On the roots of leguminous plants (bulges) are formed, in which bacteria multiply in large numbers;

2) nodule bacteria - . They are able to assimilate due to the products of plant photosynthesis molecular nitrogen from air and translate it into forms available for plant nutrition. Therefore, with effective symbiosis, a high yield of legumes is achieved without the use of nitrogen fertilizers.

1) in the human intestine, useful intestinal bacteria. Taking antibiotics can dramatically reduce the number of beneficial bacteria;

2) processes will be disrupted breakdown of fiber and assimilation of water.

Leukocytes are colorless amoeba-like blood cells. They are involved in maintaining immunity, and their role in protecting the body is manifested twofold way:

1) leukocytes are involved in the production on their surface of special proteins of immunoglobulins, which are, recognize and neutralize foreign antigens;

2) leukocytes are and phagocytesas they are able to absorb and digest foreign substances and cells.

1. Water is a dense, homogeneous medium. Therefore, they do not need either strong mechanical tissues (to give stability to the body in space), or integumentary (protecting water evaporation and protection from direct sunlight and temperature changes), or conducting (they can absorb water and minerals by the entire surface of the thallus) ... Therefore, the emergence of plants on land and their development of the soil-air environment with different parameters of water and temperature regimes became possible only under the condition of the development of all types of tissues.

2. The emergence of specialized organs of sexual reproduction (generative organs) of archegonia and antheridia in mosses, ferns and gymnosperms and flowers in angiosperms was the result of improved adaptability to survival, in the existence of a strict alternation of generations: sporophyte and gametophyte.

1. In the water, the seeds swell, the embryo “wakes up” and begins to grow. To provide the embryo with energy, it is necessary to oxidize the organic storage substances of the seed. This process requires the presence of oxygen.

2. Boiled water does not contain oxygen.

1. Accommodation - a change in the curvature of the lens due to the work of the ciliary muscle when examining objects near and at a distance.
2. Accommodation is necessary in order to focus the image of the object strictly on the retina of the eye (and not in front of the retina, as with myopia - myopia, or behind the retina, as with farsightedness - hyperopia).

1. Any analyzer consists of three main parts: a receptor, nerve pathways and a center in the cerebral cortex.
With the help of the receptor, the energy of the acting stimulus is converted into a nerve impulse.
2. Conductive nerve pathways transmit nerve impulses to the cerebral cortex. These impulses, reaching the cerebral cortex, undergo a certain processing there, leading to the formation of the corresponding “image” of the stimulus. Therefore, only a qualitative interconnection of all parts of the analyzer will provide the function assigned to it.

1. There are two types of receptor cells: rods and cones. The cones are responsible for color vision and are located mostly closer to the center of the retina. The rods are responsible for the perception of light (that is, black and white perception, which helps us not to bump into objects even at twilight).
2. The rods are located on the retina mainly along its periphery, so we cannot clearly characterize the color of the object with our peripheral vision.

1. A fertilized egg turns into a zygote. The zygote undergoes rapid division (cells do not have time to grow, therefore this stage is called cleavage). Then a single-layer multicellular embryo is formed -.
2. Then - a two-layer embryo - gastrula, three-layer - neurula.

1. Testes and ovaries are glands of mixed secretion, like the pancreas, since they are able to form hormones that enter the bloodstream and substances that are released outside.

2. The ovaries release eggs into the external environment, and into the blood such hormones as estrogen and progesterone. The testes secrete sperm into the external environment, and androgens into the blood.

1. any trait manifests itself in the case when one of the allelic genes (denoted by a capital letter, for example, A) does not completely dominate over the second allelic gene (denoted by a small letter - a). As a result, heterozygous individuals with the Aa genotype will not phenotypically resemble their parents.

2. For example, from crossing night beauty plants with red flowers (with genotype AA) with a plant with white flowers (with genotype aa) in the first generation, all Aa heterozygotes will be phenotypically pink... Then, in the second generation, from crossing pink heterozygotes with each other, we will get a coincidence of the splitting of the trait by phenotype and genotype: 1:2:1 .

1. The vestibular analyzer consists of an otolith apparatus and three semicircular canals in the inner ear cavity.
2. Taste receptors react to 4 types of substances: a) sour-salty (lateral part of the tongue); b) sweet (tip of the tongue); c) bitter (root of the tongue); d) acute (pain receptors).

1) Noise pollution is the sounds perceived by humans as interference. Depending on the level and activity, noise pollution can damage human health and is one of the problems of the ecology of the city and industrial premises.
2) A person's sleep may be disturbed, the productivity of mental activity may decrease, hearing impairment, therefore, the fight against noise will reduce all these adverse effects.

1. In case of frostbite of 2-3 degrees (this is a medium and severe degree of frostbite), in no case should grind the affected area. In general, it is not necessary to perform any actions leading to a rapid change in the temperature of the painful area.
2. It is necessary to carefully, trying not to cause additional pain, to put on the sore spot any warming bandage (handkerchief, scarf, bandage) and be sure to deliver the patient as soon as possible to the hospital.

1. The role of plants in ecosystems, and in fact their general biosphere role, is determined by the fact that they are in the trophic chains (food chains). By creating organic matter from CO2 of air and water, plants do not waste any energy organic resources of the planet, but carry out this process, called photosynthesis, only due to the energy of solar radiation. All other organisms of all ecosystems: consumers and decomposers - exist only due to the photosynthetic activity of plants.

2. A by-product of photosynthesis is oxygen released into the atmosphere. Once the oxygen atmosphere, providing the creation of the ozone screen, contributed to the development of life on land. With the advent of oxygen in the atmosphere, the evolution of living things on Earth went in the direction of improving the aerobic mode of existence, as a more energetically beneficial way of development in comparison with anaerobic existence.

1. The tail of a male Japanese cock reaches 10 meters, thanks to artificial selection made by a person at will (his whim). How could a person breed such a breed? Probably, he discovered in any population of chickens an individual with a mutation in the gene responsible for the formation of the tail length (he could have carried out artificial mutagenesis).

2.In natural Under conditions, this mutation as useless or even harmful for the reproduction of the population (such a rooster will take more care of its luxurious wealth instead of fulfilling its direct natural purpose - caring for chickens) will disappear with the death of this individual. But in artificial conditions, by making forced (directed) crosses, it is possible not only to consolidate, but also to enhance this feature, using the possibilities of manifesting the cumulative action of genes.

1.Potato tubers contain a lot of tasteless starch. Starch is a polysaccharide composed of monomers - glucose molecules.

2. When frozen, part of the starch is broken down to glucose, which provides the sweetish taste of potatoes.

1. The pain response is unconditional reflex. And if the cup did not possess some material or spiritual value for us (high cost or good memory), then we would immediately get rid of the cause of the pain.

2. In this case, our pain from the loss of "expensive porcelain" will provide excitement of the area of \u200b\u200bthe cerebral cortex, which is responsible for the production conditional reflex. This will lead to braking excitation of the zone causing the manifestation of an unconditioned reflex.

1. In spring, there is a peak in mite reproduction.

2. Ticks are carriers of a dangerous disease for humans - encephalitis. Outbreaks of encephalitis itself do not happen every year, and usually the population is warned in advance of an alleged outbreak of tick-borne infection.

1. Inhalation and exhalation are conditioned by the coordinated work of the intercostal muscles and the diaphragm. Only through this is it possible for air to enter and exit the lungs. And injury could disrupt this process.

2. With such a wound, the cowboy undoubtedly had a punctured pleural cavity, as a result of which atmospheric pressure compresses the lungs and the person cannot straighten them. No matter how he tried to inhale, the air could not get into his lungs, hence the suffocation.

1. If the cold and the nose are stuffy, then we will not be able to taste the food. Everything will seem insipid. In fact, the taste buds work, but the inability to perceive the smell causes a decrease in taste sensations.

2. Analysis of taste, carried out in the lower part of the parietal lobe of the cerebral cortex, is also influenced by the olfactory information processed in the adjacent temporal lobe. Many subtle flavors owe their existence to the sense of smell.

According to the figurative expression of I.P. Pavlov, "... observation collects what nature offers it, while experience takes from nature what it wants." A person observes (and at the same time can describe what he saw) directly what is in nature at a given moment. The experiment (or experiment) is planned by him in advance and can be reproduced many times to verify or confirm the hypothesis put forward.

The question is not entirely correct. "Break", if it meant to break from the inside, and the animals at a depth should be flattened, squeezed by the pressure.

The main "adaptation" of animals to living even at great depths, where the water pressure is really huge, is that all living things are about 70% water (and water, as you know, is almost incompressible even at high pressures). Therefore, inside the body of animals, even at great depths, the pressure will be the same as outside.

It is known that fats are insoluble in water. And the process emulsification is just mixing them with a water-containing liquid and creating emulsions... This process occurs under the action of bile. Only this emulsified state of fats ensures their interaction with lipase - an enzyme that breaks down fats. Lipase is produced by the pancreas and enters (like liver bile) into the duodenum.

Congenital or hereditary diseases associated with the genotype of the organism are present in it even during fertilization. The external environment, as a rule, will not affect their manifestation (a person will get sick even in ideal conditions, but doctors have learned to control a number of hereditary diseases with proper nutrition and caring for the sick). Non-hereditary diseases are those that the body gets sick with under the influence of environmental conditions.

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Anyone who has questions about an article for a USE tutor in biology, comments, suggestions - please in the comments, on my blog you can buy answers to all tests of the FIPI OBZ for all the years of exams, etc.

To fill the electronic library of the "1C: Education" system, you can use the electronic textbooks of the "1C: School" series, which cover all stages of general education - from preschool to high school.

1C: School textbooks are published by 1C-Publishing. The publishing house "1C-Publishing" is included in the list of organizations that produce textbooks that are allowed to be used in the implementation of educational programs of general education that have state accreditation (see Order of the Ministry of Education and Science of the Russian Federation No. 699 of 09.06.2016, line 8 of the Appendix).

Tutorials "1C: School" will help to make the lesson bright and dynamic. Interactive and animated drawings, maps and diagrams will increase the visibility in the lessons of learning new material, interactive models and dynamic drawings will allow you to conduct educational research, experiment or laboratory work, interactive practical tasks, simulators and tests - to consolidate the knowledge gained or check the learning results.

List of tutorials

Preschool education

1C: School. Preschool education, 6-7 years old

elementary School

1C: School. Mathematics, grade 1. 1 part

1C: School. Mathematics, grade 1. Part 2

1C: School. Mathematics, grade 2.

1C: School. Mathematics, grade 3.

1C: School. Mathematics, grade 4.

1C: School. Mathematics, grades 1-4. Tests.

1C: School. ABC.

1C: School. Russian language, grade 1.

1C: School. Russian language, grade 3.

1C: School. Russian language, grade 4.

1C: School. Literary reading, grade 1.

1C: School. Literary reading, grade 2.

1C: School. Literary reading, grade 3.

1C: School. Literary reading, grade 4.

1C: School. Speech development, grades 1-4. Tests.

1C: School. The world around us, grade 1.

1C: School. The world around us, grade 2.

1C: School. The world around us, grade 3.

1C: School. The world around us, grade 4.

1C: School. The world around us, grades 1-4. Tests.

1C: School. Secrets of time and space, grades 1-4.

The world. Interactive maps, grades 1-4.

1C: School. Games and tasks, grades 1-4.

1C: School. Modeling studio. Animals.

Russian language

1C: School. Russian language, grades 5-6. Morphemics. Word formation

1C: School. Russian language, grades 5-6. Lexicology.

1C: School. Russian language, grade 5.

1C: School. Russian language, grade 6.

1C: School. Russian language, grade 7.

1C: School. Russian language, grade 8.

1C: School. Russian language, grade 9.

1C: School. Punctuation tests, grades 9-11.

Mathematics, algebra, geometry, computer science and ICT

1C: School. Mathematics, grade 5.

1C: School. Mathematics, grade 6.

1C: School. Algebra, grade 7-9.

1C: School. Algebraic problems with parameters, grades 9-11.

1C: School. Geometry, grade 7.

1C: School. Geometry, grade 8.

1C: School. Geometry, grade 9.

1C: School. Geometry. Interactive tasks for building on a plane, grade 7-10.

1C: School. Geometry. Interactive tasks for building in space, grade 10-11.

Maths. Collection of interactive models, grades 5-11.

1C: School. Computer science, grade 10.

1C: School. Computer science, grade 11.

Natural Science and Biology

1C: School. Introduction to Science, Grade 5.

1C: School. Biology, grade 6.

1C: School. Biology, grade 7.

1C: School. Biology, grade 8.

1C: School. Biology, grade 9.

1C: School. Biology, grade 10.

1C: School. Biology, grade 11.

1C: School. Biology, grades 6-9. Breath

1C: School. Biology. Collection of visual materials. 5-11 grades

Biology. Collection of interactive models, grades 9-11.

Geography

1C: School. Geography, grades 7-11. Library of visual aids (forthcoming).

Geography. Interactive maps, grades 6-10.

Physics

1C: School. Physics, grade 7.

1C: School. Physics, grade 8.

1C: School. Physics, grade 9.

1C: School. Physics, grade 10.

1C: School. Physics. Workshop. 7-11 grades.

Economics and Social Science

1C: School. Social studies, grade 10-11.

1C: School. Economics, grades 9-11.

The teaching materials of the manual present three structural levels of life organization: organismic, cellular and molecular. On the topic of each paragraph, test tasks of the USE level are given, for each chapter there is a "Testing work" in the USE format. The tutorial includes animations, interactive drawings, interactive tasks, diagrams, tables, posters.

Why the manual is useful

Electronic study guide "1C: School. Biology, grade 11" will help:
student -

gain new knowledge;

first check the knowledge gained with the help of tests, and then prepare for the USE tasks on the topics of the 11th grade;

prepare material for a report, abstract, presentation, project; broaden your horizons;

teacher -

pick up illustrative material for the lesson;

prepare tests for verification work;

conduct control classes in preparation for the exam in biology on the topics of the 11th grade.

Chapter 1. Organizational standard of living

• Organizational standard of living and its role in nature
• The organism as a biosystem. Life processes of unicellular organisms
• Life processes of multicellular organisms. Types of food and methods of obtaining food
• Reproduction of organisms
• Fertilization and its meaning
• Development of an organism from conception to death (ontogenesis)
• From the history of the development of genetics
• Variability of body signs and its types
• Genetic patterns discovered by G. Mendel
• Dihybrid crossing. Gene interaction
• Genetic foundations of selection. N.I. Vavilov in the development of selection
• Genetics of sex and sex-linked inheritance
• Human hereditary diseases. Mutagens. Their impact on wildlife and humans
• Ethical aspects of medical genetics
• Advances in biotechnology and ethical aspects of its research. Factors Determining Human Health
• The Kingdom of Viruses: Diversity and Significance
• Viral diseases. Virology - the science of viruses

Chapter 2. Cellular living standards

• The cellular level of organization of living matter and its role in nature
• The cell as a stage in the evolution of living things in the history of the Earth. Variety of cells. Fabrics
• Cell structure
• Organelles as structural components of the cytoplasm. Features of prokaryotic and eukaryotic cells
• Cell cycle
• Cell division - mitosis and meiosis. Features of the formation of germ cells
• The structure and function of chromosomes. Diversity of prokaryotes. The role of bacteria in nature. Diversity of unicellular eukaryotes. Microbiology at the service of man
• The history of the development of cell science. Discussion problems of cytology.

Chapter 3. Molecular living standards

• Molecular living standards: significance and role in nature
• Basic chemical compounds of living matter
• Structure and function of nucleic acids
• Synthesis processes in living cells
• Protein biosynthesis processes
• Molecular cleavage processes. Regulators of biomolecular processes. Chemical elements in the shells of the Earth and molecules of living systems
• Chemical pollution of the environment as a global environmental problem
• The time of ecological culture
• Conclusion: structural levels of wildlife organization

Paragraphs OK "Biology, grade 11" contain:

• visual materials, including interactive objects;
• simulator that allows you to check the assimilation of knowledge by a student.

Gallery

Electronic resources, in addition to paragraphs, are also collected in the "Gallery" - by types of objects. Materials are arranged in alphabetical order, which makes it easy to find the desired object by its name. As part of OK:

• "Animations" - 35 videos providing audio and visual representations of phenomena, as a rule, not available for direct observation by students;
• "Video fragments" - 4 voiced videos;
• "Interactive tasks" - 16 objects that allow you to consolidate the passed material;
• "Interactive Drawings" - 13 objects reflecting the internal structure of cellular structures;
• "Interactive schemes" - 32 objects for active consolidation of the passed material;
• "Collages" - 2 objects showing tissues of living organisms;
• "Posters" - 31 objects for demonstration in the classroom, revealing some aspects of cell biology, as well as covering some other topics;
• "Preparation for the exam" - 3 sets containing USE test items for each chapter of the textbook;
• "Verification work" - 3 tests, one for each chapter, dynamically formed from the questions of the "Simulators";
• "Drawings, photographs" - 29 photographs and 1 drawing;
• "Tables" - 41 interactive and static tables;
• "Tests for Printing" - 33 tests in MS Word format for paragraph topics;
• "Trainers" - test tasks for paragraphs of the textbook at the USE level.

OK "Biology, grade 11" can be used in conjunction with the following tutorials:

• Ponomareva I.N., Kornilova O.A., Loshchilina T.E., Izhevskiy P.V. Biology, grade 11: a textbook for students of educational institutions. Basic Level - 3rd ed. Rev. - M .: Ventana-Graf. - 240 p.
• Ponomareva I.N., Kornilova O.A., Simonova L.V. Biology, grade 11: a textbook for students of educational institutions. Profile level - 2nd ed., Rev. - M .: Ventana-Graf. - 416 p.

The tutorial is made on the platform "1C: Education 4. Home".

"1C: Education 4. Home" is a software platform of 1C for those who study and those who teach. Its main purpose is to create a convenient and understandable learning environment that allows you to work with educational complexes that have already been developed and will be developed by 1C in the future.

Educational complexes on the platform "1C: Education 4. Home" can contain a variety of visual multimedia textbooks, reference materials, diagnostic, training and control test tasks. The platform can be used to master educational material, prepare homework, test your knowledge, and prepare a teacher for a lesson.

"1C: Education 4. Home" is a multi-user system in which information about the passage of educational material, as well as objects created by the user, are stored individually for each user.

For the use of educational materials OK in the network mode, the system "1C: Education 4.1. School 2.0 ", designed to organize and support the educational process.

System requirements:

• Operating system Microsoft Windows 2000, Windows XP, Windows Vista, Windows 7, Windows 8
• Pentium III 700 MHz processor
• RAM 256 MB
• Video card supporting a resolution of 1024x768, true color
• Sound card 16 bit
• CD-ROM reader 12x
• Speakers or headphones
• Free space on hard disk:
  
  
  • at least 310 MB on the disk selected for installation
  • at least 160 MB on the system disk (if the platform was not installed on the computer)

Additional components

For the correct functioning of the educational complex, it is necessary that the following software products are installed on the computer:

• Microsoft Internet Explorer (version 8.0 or higher)
• Microsoft Windows Media Player (version 10 or higher)
• Adobe Flash Player (version 10 or higher)

If you did not have these programs installed on your computer, or if you have older versions of these programs installed, Setup will tell you where you can install the required programs from.

1. A thin section of a potato tuber was placed in distilled water. What changes will occur in his cells after a while? Explain the answer.
2. Biological oxidation in the human body is similar in chemical process to the combustion of fuel (coal, peat, wood). What substances are oxidized in the human body and what products are common with combustion as a result of these processes?
3. Explain why a feeling of pain arises in the cells of the muscle tissue of an untrained person after strenuous physical work.
4. How is the structure of DNA molecules different from i-RNA?
5. How can RNA viruses be distinguished from DNA viruses using biochemical analysis? Give 2 differences.
6. What is the role of nucleic acids in protein biosynthesis? How is the flow of genetic information from the nucleus to the ribosome carried out?
7. Ribosomes from different cells were placed in a test tube, the entire set of amino acids and identical molecules of i-RNA and t-RNA, all conditions were created for protein synthesis. Why will one type of protein be synthesized in a test tube on different ribosomes?
8. Explain why mature red blood cells cannot synthesize proteins.
9. What is the nature of most enzymes and why do they lose their activity when the level of radiation increases?
10. Salivary enzymes are active in the mouth, but lose their activity in the stomach. How can this be explained?
11. Freezing enzymes, in contrast to the action of high temperatures, does not lead to a loss of their activity upon return to normal conditions. How can this be explained?
12. The color of the white hare's coat changes throughout the year: in winter the hare is white, and in summer it is gray. Explain what kind of variability is observed in an animal and what determines the manifestation of this trait.
13. Woody plants growing in areas with a constant wind direction have a flag-shaped crown. Plants grown from cuttings of these trees under normal conditions have a normal crown shape. Explain these phenomena.
14. From the seeds of one plant of a shepherd's purse, offspring were raised. The offspring differed from each other and from the mother plant in size, the number of flowers and leaves on the shoot. Explain the possible reasons for this phenomenon.
15. Explain what are the similarities and differences between mutational and combinative variability.
16. To establish the cause of the hereditary disease, the patient's cells were examined and a change in the length of one of the chromosomes was found. What research method allowed to establish the cause of this disease? What kind of mutation is it associated with?
17. At the heart of Patau syndrome is the nondisjunction of the 13th pair of chromosomes. In the patient's karyotype, there are 47 chromosomes. Explain what kind of variability is manifested in this syndrome and what method of studying human heredity helped to establish the cause of this disease.
18. People with sickle cell disease develop abnormal hemoglobin, which leads to the formation of altered red blood cells. What kind of mutations are we talking about? Justify the answer.
19. What caused the birth of a child with Down syndrome? What method was used to identify its causes?
20. Why are somatic mutations not passed on to offspring during sexual reproduction? In what organisms is it possible to inherit such mutations?
21. What is the essence of the genealogical method? For what purpose is it used?
22. What products are formed, and how many ATP molecules are stored in yeast cells during alcoholic fermentation as a result of the breakdown of 15 glucose molecules? Explain the answer.
23. What systematic group do bacteriophages belong to? What is the peculiarity of their metabolism?
24. What is the connection between respiration and photosynthesis?
25. Explain in which cases only one individual participates in the process of sexual reproduction. Give examples.
26. They took several whiskers from one plant, rooted them and got adult plants, which were transplanted to another part of the plantation. However, the fruits of some daughter plants were found to be smaller than those of the parent plant. What is the method used for breeding strawberries? Explain the reason for the appearance of small fruits.
27. The tradescantia plant on one of the shoots has leaves with white spots. When this plant was propagated by seeds, all the offspring had green leaves, and the offspring grown from shoot cuttings with white spots also had leaves with a similar change. Explain this phenomenon using knowledge of the patterns of variability.
28. Some varieties of ornamental plants in double flowers lack stamens and pistils. How are such plant varieties obtained and preserved?
29. As a result of interspecific crossing of beluga and sterlet fishes, an interspecific hybrid - bester was obtained. This fish is distinguished by its valuable nutritional properties and increased vitality. However, besters, like other interspecific animal hybrids, do not produce offspring. Explain why these hybrids are sterile. Is it possible to overcome their infertility?
30. What selection method can be used to overcome the sterility of plants obtained as a result of distant hybridization, and what is the essence of this method?

Biology

Female brain, male brain

The female and male brains are different. However, recent research shows how wrong it is to assume that all gender differences are programmed. All over the world, psychologists and neurologists are struggling with the old, like the world, the question: "Why cannot a woman think like a man, and vice versa?"

The sex differences in the brain are most noticeable in the social environment. Women of all ages beat men unconditionally on tests that involve emotion or relationship. The ability to empathize begins in infancy. Undoubtedly, this ability differs in men and women, these differences persist for a long time and only increase with age. The early emergence of any gender difference is always congenital, programmed, developed in the course of evolution and fixed in behavior. However, gender differences that grow in childhood can be the fruit of socialization, a consequence of a particular lifestyle, culture and learning.

On the surface, brain research solves this dilemma of nature and culture. Any difference in the structure or activation of male and female mental faculties has a natural basis. However, the assumption that such differences are innate is wrong, given everything we know about the plasticity, or pliability, of the brain. Simply put, things that happen to us change our brains.

A recent study by scientists P. Nopoulos and J. Wood, as well as their colleagues at the University of Iowa, proves how difficult it is to unravel the mystery of nature and culture, even at the level of brain structures. One subdivision of the ventral prefrontal cortex, a structure involved in social cognition and interpersonal judgment, was found to be larger in women. (Male brains are approximately 10% larger than female brains, so any comparison of specific brain regions should be measured in proportion to this difference.)

This part of the brain is known as the "straight gyrus". It is located between the inner edge of the hemisphere and the olfactory groove. Nopoulos and Wood found that the rectus gyrus was approximately 10% larger in the thirty women they observed, compared with thirty men (taking into account the larger brains in men). In addition, the researchers recorded that the size of the rectus gyrus was correlated with a widely used test of social cognition - so that people (both men and women) who favorably distinguished in interpersonal communication also had a larger rectus gyrus.

Nopoulos and Wood suggested that since women were primarily concerned with raising children, their brains were evolutionarily programmed to develop a large rectus gyrus, because a woman as a mother should be more sensitive.

This conclusion is very indicative, because it is a typical mistake when cause and effect are confused. People make the same mistake when they say: "The thumb has developed to make it easier to hold the stick." But evolution is not a fortune-teller; it cannot foresee that it will be more convenient to hold a stick with a thumb! Everything happens the other way around: due to the fact that our ancestors tried to tenaciously hold a stick, they developed a thumb. Not for a non-existent purpose, but in order to help in an action that is taking place now.

So, given the results of Nopoulos and Wood's research, let's put the right emphasis on. If the size of the rectus gyrus is indeed associated with deeper interpersonal communication, then the gyrus did not develop to improve communication (once again - the gyrus cannot know this!), But the communication process stimulated the increase in the gyrus.

The researchers thought that the best way to test this hypothesis is to look at the children. If a difference in the straight gyrus exists between the sexes from a very early age, this will confirm the idea that the difference is innate, programmed. Wood and Nopoulos conducted a second study that measured the same area in children between the ages of 7 and 17. But here the results were unexpected: it turned out that the straight gyrus is actually larger in boys! In addition, the same test of interpersonal comprehension showed that skill in this area correlated with a smaller rectus rather than larger, as in adults. The authors acknowledge that their findings are complex, and argue that this change between childhood and adulthood reflects the later maturation of the brains of boys compared to girls. The brain undergoes a significant "shrinkage", or rather, a reduction in the volume of gray matter during adolescence, which happens about two years earlier in girls compared to boys.

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