My lessons. Catalog of files on biology B3. The result of evolution is

Macroevolution

Option 1

Part A

1. Which of the following indicators does not characterize biological progress:

a) ecological diversity

b) caring for offspring

c) wide range

d) high numbers

2. The development of wings in birds, which provide them with the ability to fly, is characterized as:

a) convergence

b) idioadaptation

c) aromorphosis

d) degeneration

3. An increase in the range of a species in nature indicates its:

a) biological progress

c) biological regression

4. Evolutionary direction, which is characterized by the manifestation of minor adaptive traits in organisms:

a) idioadaptation

b) divergence

c) degeneration

d) aromorphosis

a) complication of the structure

b) disappearance of a number of organs

c) increased metabolism

6. Which of the following changes in plants can be considered aromorphosis:

a) multicellularity

b) the appearance of different morphological forms of the stem

c) adaptation to different methods of pollination

d) adaptation to different types of vegetative reproduction

7. What adaptations in animals can be classified as idioadaptations:

a) mimicry

b) four-chambered heart

c) the appearance of the skeleton

d) warm-blooded

8. Which organism was led to biological regression by human activity:

a) Colorado potato beetle

b) common hemp

c) variola virus

d) wheat

9. In the modern era, the decline in the number and range of the Ussuri tiger is an example:

a) biological progress

b) biological regression

c) idioadaptations

d) aromorphosis

10. Among the listed examples, identify aromorphosis:

a) the appearance of pulmonary respiration in amphibians

b) loss of limbs by whales

c) formation of protective coloring

d) modification of the limbs of moles

11. Idiomatic adaptation is:

12. Aromorphic changes in mammals include the appearance of:

a) pulmonary respiration and conditioned reflexes

b) four-chambered heart and warm-blooded

c) protective coloring

d) five-toed limb and arch in the foot

13. Provide an example of idiomatic adaptation:

b) the appearance of fruit in flowering plants

c) the appearance of flower nectaries that attract insects

d) the appearance of photosynthesis in plants

14. What systematic categories does idioadaptation lead to:

a) kingdoms

b) types

c) classes

d) childbirth

15. An example of general degeneration is the absence of:

a) chlorophyll in dodder shoots

b) fangs in the dental system of rodents

c) cactus leaves

16. Idiomatic adaptations do not result in:

a) to increase the number of species

b) to the general rise of the organization

c) to expansion of the range

d) to accelerate speciation

17. What refers to aromorphoses in plants:

a) devices for seed dispersal

b) diversity in the structure of fruits

c) diversity in the structure of seeds

d) formation of a flower - the generative organ of plants

18. Catagenesis is:

a) the direction of evolution, as a result of which new morphophysiological features appear

b) a process leading to morphophysiological regression

c) a process occurring in one adaptive zone with the formation of private adaptations without changing the general level of organization

d) the direction of evolution, as a result of which the level of organization of organisms remains the same

19. Which criterion does not relate to the concept of “biological progress”:

a) morphophysiological improvement of the body

b) increasing increase in the number of individuals

c) resettlement of individuals into new habitats

d) differentiation of the species into new intraspecific forms with subsequent evolution

20. Relict species include:

a) ginkgo, tuateria, blue whale

b) ginkgo, tuateria, coelacanth

c) coelacanth, koala bear, cypress

d) coelacanth, Amur tiger, cypress

21. The coccygeal bone, appendix, the remnant of the third eyelid in the corner of the human eye is:

a) atavisms

b) rudiments

c) homologous organs

d) similar bodies

22. The phylogenetic series of the horse is considered evidence of evolution:

a) embryological

b) paleontological

c) physiological

d) genetic

23. The following organs are considered homologous:

a) similar in origin

b) performing similar functions

c) not having a general building plan

d) different in origin

24. The forelimbs of a seal and a bat are:

a) similar bodies

b) homologous organs

c) vestigial organs

d) atavistic organs

25. What does the absence of higher placental mammals in the fauna of Australia indicate:

a) about fierce competition

b) about adaptation to environmental conditions

c) about the separation of Australia from the homeland of placental mammals before their emergence

d) about the destruction of these mammals by settlers who settled Australia

26. Similar bodies are:

a) a human hand and a bat wing

b) walrus flippers and seal flippers

c) the wing of a fly and the wing of a bird

d) butterfly wing and beetle wing

27. Homologous organs in animals are:

a) the wing of a bird and a butterfly

b) the forelimbs of the mole and mole cricket

c) paws of a tiger and a mole

d) limbs of a cockroach and a frog

28. Similar organs in animals are limbs:

a) moles and mole crickets

b) mole and ducks

c) mole and dog

d) mole and lizard

29. Homologous organs include:

a) butterfly wing and bird wing

b) fish fin and dolphin flippers

c) burrowing limbs of moles and mole crickets

d) placoid shark scales and lizard teeth

30. What organs arise as a result of divergence:

a) homologous

b) similar

c) atavistic

d) rudimentary

31. In nature, there are about 2 million species of plants and animals, which are considered as:

a) reasons for evolution

b) the results of evolution

c) direction of evolution

d) driving forces of evolution

32. Divergence is called:

a) divergence of characters in the process of evolution

b) convergence of characters in the process of evolution

c) combining several populations into one

d) formation of an isolated group within the population

33. A trait that was lost during evolution, but is characteristic of distant ancestors, is called:

a) rudiment

b) atavism

c) analogue

d) homolog

34. The consistent decrease in the number of toes in the ancestors of the horse is an example of:

a) homologous series

b) phylogenetic series

c) aromorphosis

d) convergence

35. Morphological similarity in the body structure of a fur seal, seal, walrus is the result of the process:

a) convergence

b) divergence

c) parallelism

36. Atavisms include:

a) the presence of gill arches in the human embryo

b) human appendix

c) caudal vertebrae in humans

d) multiple nipples in humans

Part B

1. Aromorphoses include:

a) the appearance of the notochord in animals

b) the formation of five-fingered limbs in terrestrial vertebrates

c) cows have a four-chamber stomach

d) the mosquito has a piercing-sucking mouthparts

e) the appearance of green coloration of the integument of grasshoppers

e) the occurrence of sexual reproduction

a) development of educational tissues in plants

b) the presence of trapping devices in insectivorous plants

d) the appearance of triploid endosperm in angiosperms

e) small, dry pollen in wind-pollinated plants

e) glandular hairs on the leaves of fragrant geranium

3. The main directions of evolution of the organic world are:

a) aromorphosis

b) parallelism

c) idioadaptation

d) convergence

e) general degeneration

e) divergence

4. Morphophysiological progress is characterized by:

a) increasing complexity of the organization

b) increase in the number of species

c) expanding the ability to use environmental conditions

d) expansion of the area

e) the emergence of adaptations that are not adaptations to specific environmental conditions

f) the formation of new species, subspecies, populations

5. List examples of general degeneration.

a) lack of digestive organs in tapeworms

b) the absence of fur on an elephant

c) the absence of visual organs in the bovine tapeworm

d) reduction of the notochord in the adult form of ascidian

e) the presence of a creeping stem in strawberries

6. Rudiments include:

a) human ear muscles

b) the belt of the hind limbs of a whale

c) underdeveloped hair on the human body

d) gills of terrestrial vertebrate embryos

d) multiple nipples in humans

e) elongated fangs in predators

7. Paleontological evidence of evolution includes:

a) the remainder of the third century in humans

b) plant imprints on coal seams

c) fossilized remains of ferns

d) the birth of people with thick body hair

e) coccyx in the human skeleton

e) phylogenetic series of the horse

8. Establish a correspondence between the characteristics of a systematic group and the direction of its evolution:

1) diversity of species a) biological progress

2) limited range b) biological regression

3) a small number of species

4) broad environmental adaptations

5) wide range

6) reduction in the number of populations

9. Establish a correspondence between organisms and the directions of evolution along which the development of these organisms is currently occurring.

organisms directions of evolution

1) emu a) biological progress

3) house mouse

5) golden eagle

6) Ussuri tiger

10. Establish a correspondence between the ways to achieve biological progress and their characteristics:

1) small adaptations to the environment occur a) aromorphosis

2) makes it possible to master a new living environment b) idioadaptation

3) increases the intensity of life activity and the level of organization of organisms

4) major adaptations to the environment arise

5) does not increase the level of organization of organisms

11. Correlate the directions of evolution and their characteristics:

2) reduction in range b) general degeneration

3) decrease in the number of species

4) loss of the digestive system in tapeworms

5) disappearance of tree mosses

6) atrophy of roots and leaves of dodder

12. Establish a correspondence between the statement and the proof of evolution to which it corresponds:

1) human ontogenesis, like chimpanzees, a) embryological

begins with the zygote b) comparative anatomical

2) a bird’s wing and a mole’s paw are homologous organs

3) three-toed individuals may appear in a herd of horses

4) the mammalian embryo has gill slits

5) all vertebrates in individual development go through the stages of blastula, gastrula, neurula

13. Establish a correspondence between the example and the type of comparative anatomical evidence of evolution to which it is classified:

1) walking limbs of crayfish and

caterpillar pseudopods a) homologous organs

3) eyes of an octopus and a dog

4) bird and dragonfly wings

5) legs of a butterfly and a beetle

Part C

1. Why does high abundance of a species contribute to biological progress?

2. Why does a decrease in the range of a species lead to biological regression?

3. Use information about the early stages of embryogenesis (zygote, blastula, gastrula) to confirm the sequence of development of the animal world.

4. What types of paleontological finds provide evidence of evolution?

Option 2

Part A

a) aromorphosis

b) degeneration

c) biological progress

d) biological regression

a) the appearance of spores

b) seed formation

c) fetal formation

d) modification of leaves

3. An example of aromorphosis in mammals:

a) warm-blooded

b) heterotrophic nutrition

c) aerobic respiration

d) reflex nervous activity

4. The main reason for the biological regression of many species of animals and plants at present is:

a) climate change

b) human economic activity

c) change in terrain

d) increase in the number of predators

5. The main directions of macroevolution are:

a) biological progress and aromorphosis

b) biological progress and general degeneration

c) biological progress and idioadaptation

d) biological progress and biological regression

6. The emergence of pulmonary respiration in animals during the process of evolution is an example:

a) biological progress

b) aromorphosis

c) idioadaptations

d) biological regression

a) biological progress

b) regression

c) modification variability

d) idioadaptations

8. Degeneration is considered:

a) adaptability of bacteria to life in hot springs

b) the less developed cerebellum of amphibians compared to birds

d) loss of a lizard's tail

9. Indicate the group of organisms formed as a result of idioadaptations:

a) kingdom Animals

b) genus Rabbits

c) class Mammals

d) type Chordata

a) increasing the level of organization

b) a sharp simplification of their organization

c) small devices

d) their extinction

11. An increase in the number of a species in nature indicates its:

a) biological progress

b) development along the path of degeneration

c) biological regression

d) development along the path of aromorphosis

12. Indicate the incorrect statement: “Aromorphosis leads to”:

a) increasing the intensity of life activity

b) the general rise of the organization

c) the formation of devices of wide significance

d) the formation of private devices

13. Which change does not apply to aromorphosis:

a) viviparity in mammals

b) progressive development of the brain in primates

c) turning the limbs of whales into flippers

d) constant body temperature in birds and mammals

14. The reduction in the natural range of a species contributes to:

a) inbreeding

b) simplification of the structure

c) increasing complexity of the structure

d) the emergence of hybrids

15. What path of evolution led to the formation of a five-fingered limb in terrestrial vertebrates:

a) idioadaptation

b) degeneration

c) aromorphosis

d) regeneration

a) complication of the structure

b) disappearance of a number of organs

c) increased metabolism

d) complication of life activities

a) Darwin

b) Vavilov

c) Severtsov

d) Schmalhausen

18. Idioadaptation includes:

a) the appearance of the sexual process

b) the appearance of photosynthesis

c) the appearance of a protective coloring

d) all answers are correct

19. Aromorphosis leads to:

a) to a general increase in the organization of the body

b) to increase the intensity of life activity

c) to a wide range of devices

d) all answers are correct

20. Reduction of the visual organs and disappearance of pigmentation in some cave animals is an example:
a) aromorphosis

b) biological progress

c) degeneration

d) biological regression

21. Which of the following organs are homologues of the forelimbs of a horse:

a) octopus tentacles

b) butterfly wings

c) penguin flippers

d) crayfish claws

22. Embryological evidence of evolution includes:

a) cellular structure of organisms

b) the presence of similar organ systems in vertebrates

c) similarity between the embryos of vertebrates

d) the similarity of life processes in animals

23. Vestigial organs are an example of evidence of evolution:

a) embryological

b) paleontological

d) biogeographical

24. Paleontological evidence of evolution is:

a) imprint of Archeopteryx

b) species diversity of organisms

c) the adaptability of fish to life at different depths

d) the presence of shells in mollusks

25. What evolutionary phenomenon is called divergence:

a) convergence of characters in unrelated species

b) divergence of characters in related species

c) acquisition of narrow specialization

d) formation of homologous organs

26. The pelvic bones of a whale are:

a) vestigial organs

b) similar bodies

c) atavistic organs

d) homologous organs

27. The formation of a similar phenotypic appearance in unrelated groups of organisms during their evolution is called:

a) divergence

b) adaptation

c) convergence

d) degeneration

28. Similar organs in plants are:

a) root and rhizome

b) leaf and sepals

c) stamens and pistil

d) root and taproot

29. The establishment of transitional forms between ancient and modern groups of organisms is evidence of evolution:

a) embryological

b) comparative anatomical

c) paleontological

d) biogeographical

30. Convergence of characteristics is observed in:

a) mice and hare

b) sharks and whales

c) wolf and fox

d) humans and monkeys

31. The result of evolution is:

a) hereditary variability

b) struggle for existence

c) adaptability of organisms

d) aromorphosis

32. What form of variability leads to divergence:

a) certain

b) uncertain

c) correlative

d) combinative

33. What is characteristic of divergence:

a) similar symptoms develop in different groups

b) occurs under similar environmental conditions

c) occurs on a heterogeneous genetic basis

d) occurs on a common genetic basis with the formation of different traits

34. Phylogenetic signs of development in animals do not include:

a) zygote

b) blastula

c) gastrula

d) swimming membranes

35. Convergent evolution proceeds:

a) on a common genetic base with the formation of two or more forms

b) on a common genetic base with the formation of a new state of a trait or property

c) on a heterogeneous genetic base with the formation of identical adaptations that do not affect the genotype

d) on a heterogeneous genetic base with the formation of identical adaptations that change the genotype

36. The emergence of similar organs in organisms is evidence of evolution:
a) paleontological

b) morphological

c) embryological

d) is not evidence of the relationship of organisms

Part B

1. Which of the following examples can be classified as aromorphoses:

b) development of a large number of lateral roots in cabbage after hilling

c) the appearance of parachutes in dandelion fruits

d) release of odorous substances from fragrant tobacco

e) double fertilization in flowering plants

f) the appearance of mechanical tissues in plants

2. Which of the following examples are classified as idioadaptations:

a) formation of a bone shell in turtles

b) viviparity in mammals

c) large wings of a dragonfly

d) long legs of a grasshopper

f) lack of chlorophyll in the Peter's cross plant

3. Biological progress is characterized by:

b) increasing complexity of the organization

c) expansion of the area

d) expanding the ability to use environmental conditions

e) the formation of new species, subspecies, populations

f) the emergence of adaptations to specific environmental conditions

4. Morphophysiological regression is characterized by:

a) simplification of organization

b) a decrease in the number of species

c) transition to a simpler habitat

d) narrowing of the area

e) simplifying lifestyle (for example, sedentary lifestyle)

f) extinction of species, subspecies, populations

5. The main types of evolutionary changes are:

a) parallelism

b) aromorphosis

c) convergence

d) idioadaptation

e) divergence

e) general degeneration

6. Paleontological evidence of evolution:

a) phylogenetically series of species

b) transitional forms

c) biogenetic law

d) homologous organs

e) fossil forms

7. Biogeographical evidence of evolution:

a) similarity of embryonic forms

c) island fauna

d) biogenetic law

e) the presence of zoogeographical regions

e) vestigial organs

8. Establish a correspondence between the organism and the direction of evolution along which its development is currently occurring:

1) river beaver a) biological progress

2) gray rat b) biological regression

3) house mouse

4) blue-green (cyanobacteria)

5) golden eagle

6) Ussuri tiger

9. Establish a correspondence between the characteristics of the directions of evolution and their types:

1) there is an increase in the number of species a) biological progress

2) the number of populations is decreasing b) biological regression

in different species

3) species ranges are expanding

4) there is a reduction in species ranges

5) species have various adaptations to their habitats

6) characterized by narrow adaptations to habitats

10. Establish a correspondence between the trait and the direction of evolution:

2) formation of a prehensile tail in monkeys b) idioadaptation

3) the appearance of a chord c) degeneration

4) the appearance of chlorophyll

5) transformation of leaves into spines in a cactus

6) loss of leaves in duckweed

11. Give examples of directions of macroevolution.

examples of direction of macroevolution

1) the appearance of a complete septum

in the heart of birds a) aromorphosis

2) spade-shaped beaver tail b) idioadaptation

3) dodder growing on hops c) general degeneration

4) transition from a free-swimming larva to an attached lifestyle in ascidians

5) flower formation

6) clover pollination by bumblebees

12. Establish a correspondence between the example and the type of comparative anatomical evidence of evolution to which it is classified:

1) mustache of a cockroach and catfish a) homologous organs

2) lizard scales and bird feathers b) similar organs

3) eyes of an octopus and a dog

4) bat and dragonfly wings

5) legs of a butterfly and a beetle

6) cat claws and monkey nails

13. Establish a correspondence between an animal organ and comparative anatomical evidence of evolution:

1) chimpanzee hand a) homologues of the human hand

2) forelimbs of a cat b) analogues of a human hand

3) elephant trunk

4) bird wing

5) crayfish claw

6) octopus tentacles

7) penguin flipper

Part C

1. What is the manifestation of biological progress in modern bony fishes?

2. Define aromorphosis, give 1-2 examples and prove that these are aromorphoses.

3. Can degeneration lead to biological progress?

4. Why are homologous organs considered one of the proofs of evolution?

5. Define divergence.

Option 3

Part A

1. An increase in the number of a species in nature indicates its:

a) biological progress

b) development along the path of degeneration

c) biological regression

d) development along the path of aromorphosis

2. Simplification of the internal and external structure of organisms is called:

a) general degeneration

b) aromorphosis

c) idioadaptation

d) regeneration

3. A reduction in the number of a species in nature indicates its:

a) wide adaptation

b) development along the path of degeneration

c) biological progress

d) biological regression

4. Modification of the roots of angiosperms adapting to different habitats, this is an example:

a) aromorphosis

b) biological progress

c) idioadaptations

d) general degeneration

5. Structural features that do not indicate morphophysiological regression:

a) loss of digestive organs

b) loss of eyes

c) root reduction

d) extraorganismal digestion

6. As a result of macroevolution, the following are formed:

a) types

b) supraspecific taxa

c) subspecific taxa

d) varieties, breeds, strains

7. Matching the shape of a flower to the body shape of a pollinating insect is an example of:

a) aromorphosis

b) idioadaptations

c) degeneration

d) modifications

8. Aromorphosis is considered to be the occurrence of:

a) protective coloring

b) the similarity of a non-poisonous species with a poisonous one

c) long roots in desert plants

d) four-chambered heart in birds

9. Aromorphosis, which ensured the development of terrestrial habitats by insects, is the appearance in them of:

a) limbs

b) nervous system

c) sense organs

d) tracheal breathing

10. Indicate the incorrect statement: “Biological progress is characterized by”:

a) increasing the viability of individuals

b) an increase in the number of daughter taxa

c) expansion of the area

d) a decrease in the number of species

11. Degeneration is:

a) cases of manifestation of signs of ancestors in individual individuals

b) major evolutionary changes leading to the rise of the organization

c) minor evolutionary changes that ensure adaptation to the environment

d) evolutionary changes leading to simplification of the organization

12. The most important aromorphoses that ensured the access of ancient amphibians to land were the appearance of:

a) paired fins and gill breathing

b) scales and mucus on the surface of the body

c) volumetric chest

d) five-fingered limb and pulmonary respiration

13. Large systematic groups - types, classes - in the process of evolution arose by:

a) aromorphosis

b) idioadaptations

c) degeneration

d) biological regression

14. Evolutionary direction, which is characterized by the appearance of small adaptive traits in organisms:

a) idioadaptation

b) divergence

c) degeneration

d) aromorphosis

15. Degeneration was not accompanied by evolution in:

b) sessile (attached species of animals)

d) free-living species of plants and animals

16. The main directions of evolution of organisms are:

a) divergence, convergence

b) speciation processes

c) biological progress and regression

d) idioadaptation, aromorphosis

17. Biological progress leads to:

a) reduction in the area of ​​the species range

b) increase in the number of species

c) reduction in the number of populations

d) decrease in the fitness of organisms

18. What applies to aromorphosis:

a) fish body shape

b) lungs and two circles of blood circulation of amphibians

c) different types of beaks in birds

d) hypertrophy of cat fangs

19. Which feature in the organization of animals is a consequence of idioadaptation:

a) lungs of terrestrial vertebrates

b) homeothermy of mammals

c) different types of beaks in birds

d) three-chambered heart of amphibians

a) seed

b) flower

c) fetus

d) needle leaf

21. Organs that have lost their original function during evolution are called:

a) atavisms

b) rudiments

c) homologous

d) similar

22. What group of evidence of evolution consists of homologous organs:

a) embryological

b) paleontological

c) comparative anatomical

d) genetic

23. Organs that perform the same functions, but do not have a similar structural plan and common origin, are called:

a) atavisms

b) similar

c) homologous

d) rudimentary

24. Embryological evidence of the evolution of vertebrates is the development of the embryo from:

a) zygotes

b) somatic cell

c) disputes

d) cysts

25. The remainder of the third eyelid in the corner of a person’s eye – example:

a) rudiment

b) a similar body

c) atavism

d) homologous organ

26. Organ homologous to the human coccyx:

a) hoof

b) tail

c) wing

d) flipper

27. The divergence of characters in organisms is caused by:

a) modifications

b) combinations

c) mutations

d) ratios

d) natural

28. Which organs are homologous:

a) limbs of vertebrates

b) gills of crayfish and fish

c) the wing of a bird and a butterfly

d) burrowing limbs of moles and mole crickets

29. An example of convergent evolution is:

a) shark and dolphin

b) cat and tiger

c) wolf and dog

d) lizard and crocodile

30. The presence of “living fossils” in modern flora is evidence of:

a) historical development of the plant world

b) diversity of flora

c) seasonal changes in plant life

d) relationships between plants and habitat

31. With divergence as opposed to convergence:

a) there is a divergence of characters during evolution on a common genetic basis

b) similar traits develop in different groups on a common genetic basis

c) occurs under similar environmental conditions

d) smaller taxa are united into large ones

32. Evolution, as a process of development of living matter, has the following properties:

a) irreversible, successive, programmed

b) reversible, successive, not programmed

c) irreversible, successive, not programmed

33. Similar bodies include:

a) a dog’s paw and a bird’s wing

b) gills of crayfish and fish

c) birch leaves and cactus needles

d) all answers are correct

34. Phylogenetic characters in plants do not include:

a) unicellular stage

b) entomophily

c) the presence of chloroplasts

d) homogeneous cells of the embryo

35. The rule of irreversibility of evolution assumes that:

a) convergence covers only some characteristics

b) convergence is the most widespread process of evolution

c) each species individually is the result of independent evolution

d) all species are related by ties of kinship, descend from the original form and repeat each other

36. The principles of which processes convincingly prove the unity of origin of organic forms:

a) monophyly, divergence

b) polyphyly, convergence

c) polyphilia, parallelism

d) monophyly, parallelism

Part B

1. Which of the following examples illustrate general degeneration:

a) reduction in the number of fingers to two in ostriches

b) simplification of the nervous system in tapeworms

c) transformation of the roots of dodder plants into suckers

d) development of young mammals in a muscular organ - the uterus

e) reduction of perianth, leaves, vascular system from duckweed

f) the absence of limbs in snakes

2. Which of the following signs are criteria for biological progress:

a) increase in the number of species

b) reduction in habitat area

c) the appearance of forms with new hereditary characteristics

d) expansion of species ranges

e) decrease in the level of adaptability to living conditions

f) increasing the adaptability of organisms to the environment

3. Biological regression is characterized by:

a) a decrease in the number of species

b) simplification of organization

c) narrowing of the area

d) transition to a simpler habitat

e) reduction in the number of species, subspecies, populations

f) simplifying lifestyle (for example, sedentary lifestyle)

4. Human activity is a powerful factor in biological progress:

a) iron wood

b) sable

c) Ussuri tiger

d) winter wheat

d) Colorado potato beetle

e) AIDS virus

5. Select signs of biological progress:

a) increase in the number of individuals of a given systematic group

b) reduction in the number of individuals of a given systematic group

c) range expansion

d) narrowing of the area

e) expansion of species diversity within the group

f) reduction in species diversity within the group

6. Embryological evidence of evolution:

a) similarity of embryonic forms

b) comparison of the flora and fauna of the continents

c) island fauna

d) biogenetic law

e) development of an organism from a fertilized egg

e) vestigial organs

7. The result of evolution is:

a) the emergence of new drought-resistant plant varieties

b) the emergence of new species in changed environmental conditions

c) breeding highly productive breeds of cattle

d) the formation of new adaptations to life in changed conditions

e) preservation of old species in stable habitat conditions

f) obtaining highly productive broiler chickens

8. Morphological evidence of evolution:

a) phylogenetic series of evolution

b) vestigial organs

c) biogenetic law

d) homologous organs

e) similar bodies

f) comparison of the flora and fauna of the continents

9. Establish a correspondence between the type of organisms and the direction of evolution that is characteristic of it:

1) gray rat a) biological progress

2) bison b) biological regression

3) Amur tiger

4) creeping wheatgrass

5) Przewalski's horse

6) common dandelion

10. Establish a correspondence between the characteristics of the directions of evolution and their types:

signs of directions of evolution directions of evolution

1) population numbers increase a) biological progress

2) the range of the species is shrinking b) biological regression

3) the birth rate in populations exceeds the death rate

4) intraspecific differentiation decreases

5) in populations the number of sexually mature individuals does not exceed the number of immature ones

6) intraspecific differentiation increases

11. Establish a correspondence between the trait and the direction of evolution:

1) the emergence of multicellularity a) aromorphosis

2) the appearance of a creeping stem b) idioadaptation

3) loss of roots, leaves, chlorophyll c) degeneration

at the dodder

4) formation of flippers

5) the appearance of photosynthesis

6) formation of a trunk in an elephant

7) formation of a three-chambered heart

12. Establish a correspondence between the characteristics of the direction of evolution and its type.

characteristic type

1) major evolutionary changes a) aromorphoses

2) disappearance of a number of organs b) general degeneration

3) general rise of the organization

4) simplification of organization

13. Establish a correspondence between homologous and similar organs and their characteristics:

1) have different origins a) homologous

2) have a common internal structure b) similar

3) arose as a result of divergence of characters in related groups during the process of evolution

4) have only external similarities

5) have the same origin

6) arose as a result of the convergence of characters in unrelated groups in the process of evolution

14. Establish a correspondence between an animal organ and comparative anatomical evidence of evolution:

1) frog lungs a) homologues of cat lungs

2) trachea of ​​a diving beetle b) analogues of a cat’s lungs

3) crayfish gills

4) toothless gills

5) fish gills

6) pigeon lungs

Part C

1. An example of which way to achieve biological progress (aromorphosis, idioadaptation or general degeneration) is the diversity of finches described by Darwin on the Galapagos Islands?

2. Can idioadaptations lead to regression?

3. Explain the changes that occurred in the structure of the limbs and the method of movement of the horse during the process of evolution. What environmental conditions of the horses' ancestors caused this?

4. What is the convergent similarity between a crocodile, a frog and a hippopotamus?

Preview:

Monohybrid cross

Lesson type: A lesson in learning new knowledge.

Lesson objectives:

Educational:

• To form ideas about monohybrid crossing, the first and second laws of G. Mendel.
• To consolidate knowledge of the terms and symbols used in genetics.
• To contribute to the development of students’ skills in finding cause-and-effect relationships between genotype and phenotype, to continue the formation of a biological picture of the world.

Educational: To develop in students the ability to highlight the main thing, compare, and contrast.

Educational:

• To promote the development of interest in genetics as a science.
• Cultivate a tolerant attitude towards people of different races.

Methods: Explanatory and motivating, partially search, method of self-organization of cognitive work.

Equipment:

• Portrait of G. Mendel,
• multimedia equipment,
• Handout,
• dynamic manual “Monohybrid crossing”.

During the classes

1 . Goal setting 1 min.

What science did you study in the last two lessons? What basic question does genetics answer?(Annex 1 , slide number 1).

Today we will get acquainted with new concepts, terms, symbols; Let's learn to solve genetic problems

2. Preparation for learning new material: 1 min.

In the old film "Circus" the actress, a light-skinned woman, gave birth to a child - a dark-skinned baby. Why?

Let's turn to the teachings of the founder of genetics, Gregor Mendel (portrait).

Johann Mendel was born in 1822 into a poor peasant family in a small village in the Austrian Empire (today it is the territory of the Czech Republic. Having taken monastic orders, Johann Mendel received his middle name - Gregor. In the monastery, he began to seriously engage in gardening and asked for a small fenced garden for plot.

Who would have imagined that universal biological laws of heredity would be established in this tiny area.

He devoted many years of his life to the study of genetics.

3. Studying new material. 30 min.

Genetics has its own terminology and symbolism.

Let's turn to the reminders that are on your table.

(slide No. 2) In column 3 we will write a letter image. Now let's get acquainted with the symbolism used to depict the crossing of hybrids (icons on cards):

P - parents (from the Latin "parenta" - parents)

♀ - “mirror of Venus” - female,

♂ - “Shield and Spear of Mars” - male

X - crossing.

F - from Latin hybrid offspring, if the index is signed 1,2, etc., the numbers correspond to the serial number of generations (F1).

Mendel used peas for his research(slide No. 4)

4. He took homozygous peas according to the genotype, write it down in a notebook: Gene - A, a. The yellow gene is dominant, therefore A, the green gene is recessive - a. Color is a sign. Crossbreeding using dynamic aid.

So, in the 1st generation, all the peas turned out to be yellow, because the yellow color (dominant) suppresses the green (recessive trait). This is the law of uniformity of 1st generation hybrids. It reads:(slide No. 3) “When two individuals with opposite characteristics are crossed in the first generation, all hybrids are identical and similar to one of the parents.”

Reinforcing the material: Solving the problem(slide No. 4 rabbits No. 5)

How did the rabbits turn out?

Why?

Now let’s try to explain the birth of a dark-skinned baby to a light-skinned woman.

5. Mendel's 2nd law(slide No. 6)

Reinforcing the material: Solving the problem (slide No. 7). We studied crossing by one trait: color - yellow and green in peas, and the color of fur and rabbits, i.e., by one pair of traits; G. Mendel called such a crossing monohybrid.

4. Control of acquired knowledge. 4 min.

Tests on the tables (4 min.) Remember the definitions. Circle the correct answer. I wish you success(slide No. 8)

Peer review based on the answers on the slide.

Summing up: Now option 1, transfer your tests to option 2. We will conduct a mutual check, correct answers and evaluation criteria on the slide(slide No. 9)

They changed back.

Raise your hands who has 5 correct answers, who has 4 correct answers. Well done.

5. Consolidation of acquired knowledge. 4 min.

Frontal work. The solution of the problem:

The gene for brown eyes in humans is dominant over the gene for blue eyes. A blue-eyed homozygous man married a brown-eyed woman whose father had brown eyes and whose mother had blue eyes. Determine the genotypes of each of the individuals mentioned, write down how the trait is inherited. We write the problem condition:

Gene trait

And the brown ones

and blue

We record genotypes together. What kind of offspring will you get? Those. half of the children of these parents will have brown eyes, half will have blue eyes.

6. News of genetic science.

Project: “Human Genome”

The international project was started in 1988. Several thousand from more than 20 countries are working in the project. Since 1989, Russia has also participated in it. All chromosomes are divided between the participating countries, and Russia received chromosomes 3, 13, 19. The main goal of the project is to determine the localization of all genes in the DNA molecule. By 1998, approximately half of human genetic information had been deciphered.

Today it has been established that a predisposition to alcoholism and/or drug addiction can also have a genetic basis.

Today, based on genes, you can recognize a person by trace amounts of blood, skin flakes, and so on.

Currently, the problem of the dependence of a person’s abilities and talents on his genes is being intensively studied.

The main task of future research is to identify differences between people at the genetic level. This will make it possible to create genetic portraits of people and more effectively treat diseases, assess the abilities and capabilities of each person, and assess the degree of adaptability of a particular person to a particular environmental situation.

Are there any of you who want to become a geneticist?

7. Reflection

So, have we achieved the goal of the lesson? Prove(slide 1)

8. D/Z § 37. Solve the problem (No. 1, 2, 7 with an asterisk) in the workbook.

Literature:

Preview:

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Slide captions:

Structure of a plant cell

Structure of the endoplasmic reticulum

Structure of ribosomes

The structure of mitochondria

The structure of lysosomes

Structure of the Golgi complex

Chloroplast structure

The structure of an animal cell

Instruction card for practical work: Examination of plant cells under a microscope. 1. Point the light at the field of view of the lens 2. Place the microslide on the stage 3. Lower the tube to a distance of 2-4 mm 4. Set the lens until the image is clear 5. Examine the microslide with the plant cells offered to you (tomato, camellia leaf, onion skin) 6. Make notes about their similarities 7. Make notes about their differences 8. Sketch what you saw 9. Draw a conclusion

Preview:

Topic: Living cells

Goals:

1. Educational: give an idea of ​​the cell as a structural unit of a living organism; study the structure of the cell.

2. Developmental: to develop the ability to highlight the main idea in the text; determine the characteristic features of the cell structure; develop cognitive interest through logical thinking.

3. Educators: continue to develop the ability to work in a group, cultivate a culture of communication

Lesson type: lesson on learning and consolidating new knowledge of new material

Methods used in the lesson: explanatory-illustrative, partially search, problem-based presentation.

Teaching aids: computer support (presentation), table “Structure of plant and animal cells”, textbook, workbook.

Lesson plan:

1. Organizational moment

3. Updating knowledge

4. Learning new material

6. Lesson summary

1. Organizational moment (Welcoming students, marking absentees, organizing the class in a working manner)

2. Repetition of learned material

Frontal survey: 1. Tell the story of the discovery of the cell. 2. Prove that the cells are alive. 3. Do cells always look like a 4-gon? 4. What shapes are cells? 5. Name the types of cells

3. Updating knowledge.

Today you and I will go on a journey... At the end of our journey, you will write an essay “My Journey to ...,” where you will express your ideas about what emotions you experienced during an unusual journey into the world of ..... So, open your notebooks, write down the number, the topic of the lesson “Living Cells” (“Big World of Small Cells”). So where are we going?

4. Learning new material

Ready to travel? Imagine that we have shrunk a million times and we have a fascinating, unusual, complex journey into the mysterious world of the plant cell. At the same time, we will fill out the table and schematically draw the organelles.

Before us is a bastion, an impregnable fortress that needs to be conquered - the Cage. Not so! The state is guarded by a guard - the cell membrane (plasma membrane). Not everyone will go inside the cage! You need to find the entrance-time and manage to get through it. The structure of the membrane is such that not every substance will penetrate through the pores. It is not for nothing that the great Russian plant physiologist Kliment Arkadyevich Timiryazev compared the cell membrane to a “lipid ocean with protein icebergs” (lipids are fats, proteins are the basis of life, building material). (making notes) Well, the first obstacle is over! But what is it? Liquid like an ocean stretching to the horizon! This cytoplasm is the main content of the cell, a semi-liquid substance, it contains organelles - the “organs” of the cell, each has its own special structure and has its own special function (work) (Slide No. 1) Making notes. Problematic question: What can the cell membrane and cytoplasm be compared to? Expected answer: membrane-border, cytoplasm-territory of the state). Let's swim further. Oooh, this is a gorgeous road! It's called the endoplasmic reticulum. This organelle permeates the entire cell like a web, because nutrients move along the EPS to different organelles of the cell (Slide No. 2. Notes, drawing). There are small formations on the ER, depicted as dots on the table - these are ribosomes (Slide No. 3) Ribosomes are important organelles, they form proteins. And proteins are... (student answers) Ribosomes consist of 2 subunits - large and small (Notes, drawing) In front is the mitochondrion - the “power station of the cell”, the respiratory center, its function is to produce energy for the cell, there are many mitochondria in the cell, Because a lot of energy is also required, this energy is used for a wide variety of life processes. Mitochondrion looks like a shoe, it is easy to recognize on the table (Slide No. 4, notes, drawing)

How good it is to swim on the endless ocean! Plunge into the waters of the cytoplasm, dive, discover new organelles! And learn, learn, learn something new! Ahead of us are lysosomes - an intracellular “stomach” that digests “food” in the cell; everything that has outlived its useful life is hidden in the belly of lysosomes. It’s not without reason that the word “lysosome” translated from Greek means “dissolving the body” (Slide No. 5, notes, drawing). These organelles are oval in shape and they are called “orderlies of the cell.”

And here is the Golgi complex, it is named after the Italian scientist who discovered this organelle. A scientist named Golgi found out that this organelle is a storehouse of nutrients, and its structure is special: a system of cavities and vesicles. It is also easy to recognize on the table (Slide No. 6, notes, drawing)

We swim further along the endoplasmic reticulum, overcome intricate labyrinths, are surprised and admired. By the way, we find ribosomes on the EPS! We set out on an open voyage - we need to reach the core - the main control center of the Cell, but on the way we encounter an obstacle in the form of a group of plastids. Oh, what functions they perform! The most important of them are chloroplasts - green plastids, in addition to the fact that they give green color to plants, they provide air nutrition to them. (Slide No. 7) What is beyond the control of animals, a plant can easily do: from water and carbon dioxide in the presence of light A plant cell produces food for itself - an organic substance - glucose (carbohydrate). There is a legend according to which one chef was asked to take as much air, as much water and as much sunlight as he wanted and cook a sumptuous dinner out of it all. The cook thought that they were joking on him; he was completely bewildered. But what is beyond the control of an animal cell is easily done by a plant cell (notes, drawing). “Siblings” of chloroplasts are chromoplasts (colored plastids) and leucoplasts (colorless plastids) (Slide No. 8). All the riot of natural colors of plants is provided by different types of plastids (notebook entries)

Vacuoles are the most “tasty” formations of the cell. They are big, like icebergs in the endless ocean, inside there is sweet cell juice (Slide No. 9, notes)

But here comes Her Majesty the Core. The nucleus is the real queen of the Cell, its most important part. The nucleus is well protected by shells: after all, inside there are chromosome formations that contain genes. Have you heard this word? (students' statements). Genes are responsible for traits; all living organisms have different traits. And yet, the nucleus is responsible for all life processes in the cell, a kind of “conductor” of the entire cell. (Slide No. 9, notes)

5. Generalization and consolidation of acquired knowledge

Teacher: Our journey has ended, we are increasing to normal sizes. You are tired, so we’ll do some physical education (a warm-up accompanied by a tongue twister). We studied a model of a plant cell, in which there are organelles that perform a specific function, work, like in a state, they are all vital parts of the cell. Let's look at an animal cell and compare it with a plant cell. Let's repeat in chorus the names of organelles (shows on the table of an animal cell).

Tell me, how does a plant cell differ from an animal cell? Expected student answers: a plant cell has chloroplasts, which give the plant its green color, release oxygen, and form nutrients in the light. Plant cells also have vacuoles, which contain cell sap. It adds juiciness to vegetables and fruits. And a plant cell has a dense double cell wall, while an animal cell has a single layer.

Teacher: in order to consolidate, we will do practical work.

First, let’s remember the rules for working with a microscope (students’ answers)

Instruction card for practical work: Examination of plant cells under a microscope.

1. Point the light at the lens's field of view

2. Place the microspecimen on the stage

3. Lower the tube to a distance of 2-4 mm

4. Adjust the lens until the image is clear

5. Examine a micropreparation with the plant cells offered to you (tomato, camellia leaf, onion skin)

6. Make notes about their similarities.

7. Make notes about their differences.

8. Sketch what you see

9. Draw a conclusion

Teacher: Are your eyes tired? Let's do some exercises for the eyes (close your eyes for 3-5 seconds, then open your eyes for 3-5 seconds, repeat several times)

Lesson Summary: So, what organelles did you learn about today? show on the table (answer, show). You have worked a lot, learned a lot, so let’s summarize the lesson (announcement and grading).

Home building: Pasechnik V.V.; write an essay “My Journey into the World of the Cell”, creative task: compose a crossword puzzle on the topic “Cell Organoids”, continue completing tasks in printed notebooks.

Lesson topic: PLANT TISSUE (6th grade)

Purpose: to study the structural features of plant tissues;

Objectives: 1).pay attention to the structural features of tissues to develop the ability to prove the dependence of the structure of plant tissue on the function performed; 2).continue to develop the skills to compare, analyze, and generalize; develop an understanding of the body as a whole;

3).instill a caring attitude towards nature, towards surrounding plants as living organisms.

Equipment: textbooks, computer, projector, tables “Structure of a plant cell”, “Plant tissues”, drawings from a textbook on this topic.

Lesson type: combined

Teaching methods: partially search-based, problem-based.

Lesson plan:

1. Testing knowledge on the previous topic.
2. Repetition
3. Basic concepts of the topic.
4. Plant tissues. Structure and functions
5. Consolidation.
6. Results.

Lesson plan: Testing knowledge on the previous topic. Repetition Basic concepts of the topic. Plant tissues. Structure and functions Fastening. Results.

Basic concepts of the topic: Tissue is a group of cells similar in size, structure and functions. Intercellular substance is a special substance that connects cells of the same tissue to each other.

Biosphere Biogeocenotic Population Organism Organ Tissue Cellular Levels of Life Organization

Types of plant tissues

Name of tissue Location Structural features Functions performed 1. Educational Tip of the shoot root, embryo Small cells with large nuclei, no vacuoles Constant division, plant growth 2. Integumentary Skin of the leaf, cork layers of tree trunks Living and dead cells, Thick shells, colorless on leaves Protection from the external environment. participation in respiration and evaporation 3. Mechanical Walnut shell, apricot kernel, stem fibers Special stony cells. Fibers. Lignified shell. Supporting and protective functions 4. Conductive Root, stem, leaf Sieve tubes and vessels elongated. Conducting water with substances dissolved in it 5. Main The pulp of the leaf and fruit, the core of the stem, the mass of the bark. The cells of the leaf pulp contain chloroplasts. Photosynthesis. Nutrient supply Comparative characteristics of plant tissues

Plant tissues perform different functions and support the vital functions of the plant organism.

Which answer matches the question? Which tissue has colorless cells? What tissue facilitates the transfer of nutrients in a plant? What tissue contributes to the formation of nutrients in leaves? What kind of tissue gives the plant support and protection? Cover fabric Educational fabric Mechanical fabric Conductive fabric Main fabric

Conclusion: The plant body consists of tissues formed from cells. Each tissue performs a specific function. All plant tissues perform different functions to support the vital functions of the plant organism.

References: Biology - lesson plans M.V. Vysotskaya Volgograd Publishing house "Teacher" 2004 Biology - technological maps of lessons 6th grade V.N. Sementsova St. Petersburg "Parity" 2002 Big electronic encyclopedia of Cyril and Methodius 2003

Equipment: table “Australopithecus”, “Ancient People”, textbook Lesson progress: 1. Organizational moment 2. Repetition of the studied material - frontal survey - testing

Studying a new topic: introductory speech by the teacher: The biological species Homo sapiens is about 35-40 thousand years old. How did this species originate? Anthropology (from the Greek Anthropos-man, logos-teaching) is the science that studies the origin and evolution of man. Anthroposociogenesis is the doctrine of the origin of man, of his formation as a species in the process of formation of society. Who assigned humans to the order of primates and gave them the name Homo sapiens?

Man is a biological and social being Factors of anthropogenesis Biological Social struggle for existence Social life Natural selection Consciousness Genetic drift Speech Isolation Labor activity Hereditary variability

Insectivorous mammals Order Parapithecus primates Gibbons Orangutans Dryopithecus Pongids hominids gorillas humans chimpanzees

Type of lesson: lesson on the integrated application of knowledge, abilities, skills Method of delivery: lesson-game Teaching aids: computer support Lesson progress: 1. Organizational moment 2. Motivation for learning activities (communication of lesson goals, introduction to the rules of the game)

The game involves 3 teams of 5-6 people. Duration of the game is 40 minutes. The game is played for 9th grade students (in one or two parallels). The game is conducted by the presenter. Scientific consultants - the remaining students - determine the correctness of the answers. The game includes the following competitions: 1. “Warm-up “Further, further” 2. “Eliminate the unnecessary” 3. “Theatre-mime” 4. “Shifters” 5. “Restore order” 6. Captain competition “The smartest.” 7. “You are for us, we are for you.” Summarizing. Winner's reward ceremony.

Warm-up “Further, further” Questions are asked to the teams one by one. The correct answer is worth one point. You can use multimedia tools (questions without answers are given) 1. The science that studies the cell. (Cytology) 2. Substances that are highly soluble in water. (Hydrophilic) 3. The process of penetration of solid particles into the cell. (Phagocytosis) 4. Cations contained in “Dirol” and “Orbit” chewing gums (Calcium ions) 5. Organic substances that are of greatest importance in the human body (Proteins) 6. Protein monomers. (Amino acids) 7. Number of basic amino acids in proteins (20) 8. Substances that make up ribosomes (Protein. Ribosomal RNA) 9. Function of ribosomes (Protein synthesis) 10. Group of ribosomes (Polysome) 11. Cells with chloroplasts (Plant) 12. The reason for the green color of the chloroplast (Pigment - chlorophyll) 13. Anucleate cells (Prokaryotes) 14. Monomer of nucleic acids (Nucleotide) 15. Types of endoplasmic reticulum (Smooth and rough) 16. Folds of the inner membrane of mitochondria (Cristae) 17. Section of DNA, carrying information about the structure of the protein (Gene) 18. Substances carried by hemoglobin (Oxygen, carbon dioxide) 19. Bond between phosphoric acid residues in ATP (Macroergic) 20 Types of nitrogenous bases in DNA (Adenine, guanine, thymine, cytosine)

The competition “And turn off the unnecessary” is carried out using multimedia teaching aids. In each column there is 1 word that is superfluous in meaning, find and explain the choice. Correct answer -1 point 1. Nucleotide 4. Fructose Amino acid Polymerase Phosphoric acid Sucrose 2. Ribosome 5. DNA Mitochondria ATP Ribose RNA 3. Denaturation 6. Adenine Renaturation Guanine Degeneration Alanine

Competition “Mime Theatre” Teams receive sheets with the names of biological processes and depict them without words. Both teams are evaluated (guessing and representing) 1. Photosynthesis 2. Denaturation 3. DNA replication 4. Complementarity 5. Transcription 6. Translation

Competition “Changes” A competition for fans (scientific consultants) is taking place in preparation for the previous competition. Changeling is an expression made up of antonyms. The correct answer is 1 point. 1. Multiplication of the cell (Cell division) 2. Decay of the yolk (Protein synthesis) 3. To sympathize with hares - don’t sit at home (Fear wolves - don’t go to the forest) 4. An evil deed is disgusting even to a mouse (A kind word is pleasant to a cat) 5. Two legs are bad, but four are even worse (One head is good, but two are better) 6. The hare is starving because of the hands (The wolf is fed by the legs) 7. To die with dogs is to sing like a dog (To live with wolves is like a dog) wolf howl)

Competition “Restore Order” The competition is held using multimedia learning tools. It is necessary to restore order when arranging terms from smallest to largest. Correct answer -1 point 1. Biosphere 2. Cell 3. Population 4. Organ 5. Organism 6. Molecule

Captains' Competition "The Smartest" The competition is held using multimedia learning tools. Images of some biological objects are given; you need to name them. (SLIDE DEMONSTRATION) Correct answer – 1 point

Identify animal and plant cells, name visible organelles (in writing)

Name the cells you know (in writing)

Name the object and its composition

Name the organelle and its function

Name the organelles and their functions

What phenomenon is shown in the figure, name the stages

What process is shown in the picture?

What is shown in the picture?

The formula of which substance is shown in the picture?

What process is shown in the picture?

Competition “You to us, we to you” Teams guess puzzles prepared by their opponents or ask questions on the topic. Each question and answer is worth 1 point. Questions should be short. The team that asked the most questions and gave the correct answers wins. Reflection After summing up, the teacher asks students to answer the questions:

1) . Guys, did you like the lesson?: A- yes, b- no, c- not very much 2). If you liked the lesson, then what exactly: A- competitions, b- work in groups, c- free, relaxed atmosphere in the lesson, d- something else 3). Are you satisfied with your activities in the lesson: A- yes, b- no, c- not very Summing up - presentation by scientific consultants Homework paragraph 29 (textbook by N.I. Sonin) 6

Test on the topic: "Microevolution. Macroevolution", 11th grade, UMK Sonin and others. Multi-level test work is intended to control knowledge and prepare graduates for the State final certification. assignments were taken from “Solve the Unified State Exam” and from the FIPI website. I hope that the work is useful. I wish you good luck! Explanations for the test on the topic: "Microevolution. Macroevolution", 11th grade, UMK Sonin and others.

150,000₽ prize fund 11 honorary documents Certificate of publication in the media

Test in biology grade 11 2017 on the topic MICRO MACROEVOLUTION EXPLANATIONS.doc

Pictures

Test on the topic: “Microevolution. Macroevolution." Option 1. Task 1. Establish the sequence of taxonomic units in the classification of clover, starting with the largest. Write down the corresponding sequence of numbers in your answer. Explanation. 1) department Angiosperms 2) family Legumes 3) order Legumes 4) kingdom Plants 5) class Dicotyledons 6) genus Clover Kingdom: Plants. Department: Angiosperms. Class: Dicotyledons. Order: Legumes. Family: Legumes. Rod: Clover. Answer: 415326. Task 2. Arrange systematic groups of animals in the correct order, starting with the largest. Write down the corresponding sequence of numbers in your answer. 1) Mammals 2) Mustelids 3) Marten 4) Chordata 5) Carnivores Explanation. In animal taxonomy: Kingdom - phylum - class - order - family - genus - species. But since the condition asks us to start with the largest, we start with the type: Type: Chordata. Class: Mammals. Squad: Predatory. Family: Mustelidae. Species: Pine marten. Answer: 41523. Task 3. Establish the correct sequence of occurrence of the most important aromorphoses in plants. Write down the corresponding sequence of numbers in the table. 1) the emergence of multicellularity 2) the appearance of roots and rhizomes 3) the development of tissues 4) the formation of seeds 5) the emergence of photosynthesis 6) the emergence of double fertilization Explanation. Aromorphosis is a progressive evolutionary change in structure, leading to a general increase in the level of organization of organisms. In order to successfully complete this task, it is necessary to remember which group had the indicated aromorphosis (indicated in parentheses). Aromorphoses of plants: the emergence of photosynthesis (cyanobacteria) development the emergence of multicellularity (algae) → → → tissues (mosses) ferns, gymnosperms) Answer: 513246. → the appearance of roots and rhizomes (fern-like) the formation of seeds (seeds → the appearance of double fertilization ( angiosperms).Task 4. Establish the sequence of formation of aromorphoses in the evolution of chordates. 1) the emergence of lungs 2) the formation of the brain and spinal cord 3) the formation of the notochord 4) the emergence of a four-chambered heart Explanation. lungs (amphibians) Answer: 3214. Formation of the notochord (lancelet) → formation of the brain and spinal cord (fish) emergence of a four-chambered heart (birds and mammals). → → occurrence Establish the correct sequence of occurrence of the organism’s adaptations to the environment Task 5. environment. Explanation. manifestation of symptoms. Answer: 214356. Task 6. 1) the occurrence of a mutation 2) the influence of an environmental factor 3) the external manifestation of a trait 4) the transmission of a mutation to offspring 5) the preservation and strengthening of a trait by natural selection 6) the appearance of adaptations The influence of an environmental factor → occurrence mutations transmission of a mutation to offspring → preservation and strengthening of a trait by natural selection it according to → phenomenon of adaptation externally Establish a correspondence between the organism and the direction of evolution in which its development is currently occurring: for each position given in the first column, select the corresponding position from the second column. ORGANISMS A) emu B) earthworm C) house mouse D) house fly E) Ussuri tiger DIRECTION OF EVOLUTION 1) biological progress 2) biological regression Write down the numbers in your answer, arranging them in the order corresponding to the letters: A B C D E Explanation . Progress is characterized by an increase in the number of individuals in the population, expansion of the range, genetic heterogeneity of individuals, the predominance of young individuals, and the prosperity of the species. In progress: earthworm, house mouse, housefly. In biological regression: emu, Ussuri tiger. Answer: 21112. Task 7. Establish a correspondence between examples of evolutionary processes and the directions in which they occurred: for each position given in the first column, select the corresponding position from the second column. EXAMPLES A) Differences in beak shapes among Galapagos finches. B) The body shape of a shark and a dolphin. C) The appearance of similar organs. D) Differences in skull shape among mammals. D) Wings of butterflies and bats. E) Various breeds of pigeons. PROCESSES 1) divergence 2) convergence Write down the selected numbers in the table under the corresponding letters. A B C D E F Explanation. Divergence: differences in beak shapes among Galapagos finches; differences in skull shape among mammals; various breeds of pigeons. Convergence: shark and dolphin body shape; the appearance of similar organs; wings of butterflies and bats. Answer: 122121. Task 8. Establish a correspondence between the nature of adaptation and the direction of organic evolution. Adaptation A) burrowing paws of a mole B) reduction of toes in ungulates C) the emergence of sexual reproduction D) the appearance of hair in mammals E) the development of a dense cuticle on the leaves of plants living in the desert E) mimicry in insects DIRECTION OF ORGANIC EVOLUTION 1) aromorphosis 2) idioadaptation Write down the numbers in your answer, arranging them in the order corresponding to the letters: A B C D E E Explanation. Aromorphoses are major transformations that lead to a higher stage of development. Of the listed adaptations, aromorphoses are the occurrence of sexual reproduction and the appearance of hair in mammals. The remaining listed characteristics are idioadaptations. Answer: 221122. Task 9. Read the text. Choose three sentences that give examples of aromorphoses. Write down the numbers under which they are indicated in the table. (1) Aromorphoses are major changes in the structure of organisms that increase their adaptive capabilities. (2) For example, the level of organization in parasitic helminths, which have perfectly adapted to their way of life, has changed significantly. (3) The appearance of homologous organs contributed to the divergence in the structure of the limbs of pinnipeds and cetaceans. (4) Plants conquered land thanks to the formation of conducting tissues and vegetative organs. (5) The expansion of the adaptive capabilities of mammals was facilitated by the appearance of wool. (6) The emergence of warm-bloodedness contributed to the development of more intense metabolism in birds and mammals. Explanation. Aromorphosis is a progressive evolutionary change in structure, leading to a general increase in the level of organization of organisms. Aromorphosis is an expansion of living conditions associated with the complication of organization and increased vital activity. Three sentences that give examples of aromorphoses: (4) Plants conquered land thanks to the formation of conducting tissues and vegetative organs. (5) The expansion of the adaptive capabilities of mammals was facilitated by the appearance of wool. (6) The emergence of warm-bloodedness contributed to the development of more intense metabolism in birds and mammals. Answer: 456. Test on the topic: “Microevolution. Macroevolution". Option 2. Task 1. Establish the sequence of taxonomic units in the chamomile classification, starting with the largest. Write down the corresponding sequence of numbers in your answer. 1) Dicotyledons 2) Chamomile 3) Plants 4) Chamomile 5) Flowering, or Angiosperms 6) Compositae Explanation. Kingdom: Plants. Department: Flowering, or Angiosperms. Class: Dicotyledons. Family: Asteraceae. Genus: Chamomile. Type: Chamomile. Answer: 351624. Task 2. Arrange systematic categories in the correct order, starting with the smallest. Write down the corresponding sequence of numbers in your answer. 1) Reptiles 2) Viper 3) Chordates 4) Common viper 5) Squamate Explanation. In animal taxonomy: Kingdom - phylum - class - order - family - genus - species. But since the condition asks us to start with the smallest, we start with the species: Species: Common viper. Rod: Viper. Order: Scaly. Class: Reptiles. Type: Chordata. Answer: 42513. Task 3. Establish the correct sequence of the most important aromorphoses in plants. 1) photosynthesis 2) the formation of seeds 3) the appearance of vegetative organs 4) the appearance of flowers and fruits 5) the emergence of multicellularity Explanation. Explanation. many segments Answer: 2143. Task 5. The most important aromorphoses in plants: photosynthesis (blue-green algae) - the appearance of multicellularity (filamentous algae) - the appearance of vegetative organs (mosses, pteridophytes) - the formation of seeds (seed ferns, gymnosperms) - emergence of flower and fruit (angiosperms). Answer: 15324. Task 4. Establish the sequence of aromorphoses in the evolution of invertebrate animals. 1) the appearance of bilateral symmetry of the body 2) the appearance of multicellularity 3) the appearance of jointed limbs covered with chitin 4) the division of the body into many segments The appearance of multicellularity → the appearance of bilateral symmetry of the body → the division of the body into → the appearance of jointed limbs covered with chitin. Establish the sequence of stages of changes in the color of the wings of the birch moth butterfly in the process of evolution. 1) preservation of dark butterflies as a result of selection 2) change in the color of birch tree trunks due to environmental pollution 3) reproduction of dark butterflies, preservation of dark individuals in a number of generations 4) destruction of light butterflies by birds 5) change after some time in the color of individuals in the population from light to dark Explanation. When environmental conditions change, driving selection begins to operate, as a result of which individuals with new characteristics are selected and this trait is passed on by inheritance. Due to changes in the color of birch tree trunks, light butterflies were destroyed by birds more often than dark ones. This led to the fact that dark butterflies began to outnumber light ones. As they multiplied, the dark butterflies passed on their color to the next generations, while the light ones were increasingly destroyed by birds, and after some time they were completely destroyed. The color of individuals in the population changed from light to dark. Answer: 24135. Task 6. Establish a correspondence between the type of organisms and the direction of evolution that is characteristic of it: for each position given in the first column, select the corresponding position from the second column. SPECIES A) red cockroach B) field mouse C) rock pigeon D) coelacanth E) sequoia SPECIES CRITERION 1) biological progress 2) biological regression Write down the numbers in your answer, arranging them in the order corresponding to the letters: A B C D E Explanation. Progress is characterized by an increase in the number of individuals in the population, expansion of the range, genetic heterogeneity of individuals, the predominance of young individuals, and the prosperity of the species. In progress: red cockroach, field mouse, rock pigeon. In biological regression: coelacanth, sequoia. Answer: 11122. Task 7. Establish a correspondence between the fitness of organisms and the evolutionary process as a result of which it was formed. Adaptation A) the flippers of a whale and the burrowing limbs of a mole B) the wings of a bird and the wings of a butterfly C) the streamlined body shape of a dolphin and a shark D) different beak shapes of finches E) the wings of a bat and the wings of an owl EVOLUTIONARY PROCESS 1) divergence 2) convergence Write down the answer numbers, arranging them in order corresponding to the letters: A B C D E Explanation. Divergence is the divergence of characters and properties in initially close groups of organisms during evolution: the flippers of a whale and the burrowing limbs of a mole; different beak shapes in finches. Convergence is the process of rapprochement, convergence of characteristics in unrelated groups of organisms: the wings of a bird and the wings of a butterfly; streamlined body shape of dolphin and shark; bat wings and owl wings. Answer: 12212. Task 8. Establish a correspondence between evolutionary changes and the main directions of the evolutionary process. EVOLUTIONARY CHANGES A) the emergence of seeds in plants B) the emergence of a four-chambered heart of chordates C) the survival of bacteria in permafrost D) the loss of the digestive system in tapeworms E) the adaptability of plants to wind pollination E) the appearance of hooves in horses DIRECTIONS OF EVOLUTION 1) aromorphosis 2) idioadaptation 3 ) general degeneration Write down the numbers in your answer, arranging them in the order corresponding to the letters: A B C D E E Explanation. Aromorphosis is a progressive evolutionary change in structure, leading to a general increase in the level of organization of organisms. Aromorphosis is an expansion of living conditions associated with the complication of organization and increased vital activity. Idioadaptation is one of the main directions of evolution, in which partial changes in the structure and functions of organs occur while generally maintaining the level of organization of ancestral forms. Degeneration is a process of dramatic simplification of organization associated with the disappearance of organs and functions, as well as entire organ systems. Answer: 112322. Task 9. Read the text. Select three sentences that give examples of biological regression of some species. Write down the numbers under which they are indicated in the table. (1) If environmental conditions change quickly enough, then some species do not have time to adapt to new conditions. (2) Traits that are beneficial to organisms under previous conditions turn out to be harmful under new environmental conditions. (3) Thus, the turf deer’s too large antlers began to interfere with its fight against new predators. (4) During the cooling conditions, ancient reptiles and saber-toothed tigers became extinct. (5) The probability of survival of organisms is determined not only by changes in natural environmental conditions, but also by anthropogenic factors. (6) For example, the number of sturgeon fish has sharply decreased as a result of poaching. Explanation. Biological regression is the opposite of progress and is characterized by: a decrease in the number of individuals; reduction of the distribution area; a decrease in the number of systematic groupings. The transformation of one group of organisms into another occurs in a state of biological progress, when the differentiation of the original group into new systematic groups begins. Biological regression ultimately leads to extinction. Three sentences that give examples of the biological regression of some species: (3) Thus, the too large antlers of the turf deer began to interfere with its fight against new predators. (4) During the cooling conditions, ancient reptiles and saber-toothed tigers became extinct. (6) For example, the number of sturgeon fish has sharply decreased as a result of poaching. Answer: 346. Test on the topic: “Microevolution. Macroevolution". Option 3. Task 1. Establish the sequence of taxonomic units in the tulip classification, starting with the largest. Write down the corresponding sequence of numbers in your answer. 1) Liliaceae 2) Plants 3) Flowering, or Angiosperms 4) Liliaceae 5) Monocots 6) Tulip Explanation. Kingdom: Plants. Department: Flowering, or Angiosperms. Class: Monocots. Order: Liliaceae. Family: Liliaceae. Genus: Tulip. Answer: 235146. Task 2. Arrange the elements of the classification of the species Gray Toad in the correct order, starting with the smallest. Write down the corresponding sequence of numbers in your answer. 1) class Amphibians 2) type Chordata 3) genus Toads 4) kingdom Animals 5) order Tailless Explanation. In animal taxonomy: Kingdom - phylum - class - order - family - genus - species. But, since the assignment requires starting with the smallest category, the order will be reversed: Genus: Toads. Order: Tailless. Class: Amphibians. Type: Chordata. Kingdom: Animals. Answer: 35124. Task 3. Establish the correct sequence of appearance of the main groups of animals on Earth. 1) Arthropods 2) Annelids 3) Skullless 4) Flatworms 5) Coelenterates Explanation. → Colworms Answer: 54213. The sequence of appearance on Earth of the main groups of animals: Coelenterates → Flatworms Members → striapods Imps → craniates. Task 4. Establish the correct sequence in which the listed classes of animals presumably arose. 1) polychaete ringlets 2) insects 3) sarcodae 4) flukes 5) reptiles 6) cartilaginous fish Explanation. The first to appear were amoebas, these are the sarcodes, then the coelenterates appeared, but they are not on the list, they give rise to flatworms, which include the fluke, then round and annelids, which include annelids, after which insects were formed, then chordates - cartilaginous fish and reptiles. Answer: 341265. Task 5. Establish the sequence of action of the driving forces of evolution. 1) struggle for existence 2) reproduction of individuals with useful changes 3) appearance in the population of various hereditary changes 4) preservation of predominantly individuals with hereditary changes useful in given environmental conditions Explanation. 5) formation of adaptation to the environment. Mutations appear, there is a struggle for existence, the best characteristics remain, are inherited, and new adaptations to the environment arise. Answer: 31425. Task 6. Establish a correspondence between the directions of evolution of systematic groups and their characteristics. SIGNS A) Variety of species. B) Limited range. B) A small number of species. D) Broad environmental adaptations. D) Wide range. E) Decrease in the number of populations. DIRECTION OF EVOLUTION 1) biological progress 2) biological regression Write down the numbers in your answer, arranging them in the order corresponding to the letters: A B C D E E Explanation. Regression leads to a decrease in the range and abundance of the species. Answer: 122112. Task 7. Establish a correspondence between the example and the process to which this example relates. EXAMPLE A) diversity of breeds of pigeons B) similarity in the functions of the wing of a butterfly and a bat C) the structure of the eye of an octopus and a human D) the dependence of the shape of the beak in Galapagos finches on the method of obtaining food E) the similarity in the shape and functions of the limbs of a mole and a mole cricket Write down the numbers in your answer, arranging them in order corresponding to the letters: PROCESS 1) divergence 2) convergence A B C D E Explanation. Divergence: diversity of pigeon breeds; dependence of the beak shape in Galapagos finches on the method of obtaining food. Convergence: similarities in the functions of a butterfly and a bat wing; structure of the eye, leg and man; similarity in the form and functions of the limbs of a mole and a mole cricket Divergence is the divergence of characters and properties in initially close groups of organisms during evolution. Convergence is the process of rapprochement, convergence of characteristics in unrelated groups of organisms. Answer: 12212. Task 8. Establish a correspondence between the trait of birds and the direction of evolution as a result of which this trait was formed. CHARACTER A) four-chambered heart B) plumage color B) warm-bloodedness D) the presence of feathers E) flippers in penguins E) long beak in swamp birds DIRECTION OF EVOLUTION 1) aromorphosis 2) idioadaptation Write down the numbers in your answer, arranging them in the order corresponding to the letters: A B C D E E Explanation. Aromorphosis: four-chambered heart, warm-blooded, presence of feathers. Idioadaptations: plumage color, flippers in penguins, long beaks in swamp birds. Aromorphosis is a progressive evolutionary change in structure, leading to a general increase in the level of organization of organisms. Aromorphosis is an expansion of living conditions associated with the complication of organization and increased vital activity. Idioadaptation is a particular adaptation of organisms to a certain way of life in specific environmental conditions. Answer: 121122. Task 9. Read the text. Select three sentences that give examples of convergence. Write down the numbers under which they are indicated in the table. (1) In the process of evolution, the fitness and diversity of organisms was achieved in different ways. (2) In horses or elephants, for example, progressive changes in the structure of the limbs or trunk occurred within generations of the same species. (3) Unrelated groups of organisms living in similar environmental conditions develop similar adaptations - for example, the fins of sharks and dolphins, the paws of moles and mole crickets. (4) Within one group, differences arose in the structure of the limbs of representatives of the phylum Arthropods. (5) Very often one can observe the emergence in animals of organs that have different anatomical structures and origins, but perform similar functions - for example, the wings of birds and butterflies, the eyes of an octopus and a hare. (6) In the plant world, such adaptations arise from the similarity of modified but different in origin organs - for example, barberry leaves and thorns on a blackberry stem. Explanation. Convergent evolution is an evolutionary process in which similarities arise between organisms of different systematic groups living in similar conditions. Three sentences that give examples of convergence: (3) Unrelated groups of organisms living in similar environmental conditions develop similar adaptations - for example, the fins of sharks and dolphins, the paws of moles and mole crickets. (5) Very often one can observe the emergence in animals of organs that have different anatomical structures and origins, but perform similar functions - for example, the wings of birds and butterflies, the eyes of an octopus and a hare. (6) In the plant world, such adaptations arise from the similarity of modified but different in origin organs - for example, barberry leaves and thorns on a blackberry stem. ANSWER: 356. Test

1) improvement of mineral nutrition of plants

2) increasing the intensity of photosynthesis

3) economical use of water

4) catching sunlight

1) aromorphosis 2) degeneration

3) biological progress 4) biological regression

A14. The formation of new species in nature occurs as a result

1) age-related changes in individuals

2) seasonal changes

3) human environmental activities

4) interaction of the driving forces of evolution

A15. An example of intraspecific struggle for existence -

1) competition between males over a female

2) “fight against drought” of desert plants

3) battle between predator and prey

4) birds eating fruits and seeds

A16. During the transition from flatworms to roundworms, the following aromorphoses occurred:

1) a body cavity appeared

2) respiratory organs appeared

3) a closed circulatory system appeared

4) special organs of movement appeared

IN 1. Establish a correspondence between the structural feature of the human body and the type of comparative anatomical evidence of its evolution

STRUCTURE FEATURES TYPES OF EVIDENCE

A) tail development 1) atavisms

B) appendix 2) rudiments

B) coccyx

D) thick hair on the body

D) multiple nipples

E) fold of the nictitating membrane

AT 2. Which of the following examples are classified as idioadaptations?

1) development of educational tissues in plants

AT 3. Artificial selection, as opposed to natural

1) carried out by a person purposefully

2) carried out by natural environmental factors

3) carried out quickly

4) occurs among individuals of natural populations

5) ends with the receipt of new cultural forms

6) ends with the emergence of new species

AT 4. Establish a correspondence between the organism and the direction of evolution along which its development is currently occurring.

ORGANISMS DIRECTIONS OF EVOLUTION

A) emu 1) biological progress

B) gray rat 2) biological regression

B) house mouse

D) housefly

D) Ussuri tiger

AT 5. Establish the sequence of stages of plant evolution

1) the emergence of psilophytes

2) the appearance of multicellular algae

4) the emergence of fern-like

5) the emergence of angiosperms

6) the appearance of unicellular algae

AT 6. Establish the sequence of events occurring in a population during the process of microevolution

A) phenotypic manifestation of mutations that have passed into a homozygous state

B) divergence within a species, the formation of new populations and subspecies

C) falling under the influence of natural selection of new hereditary changes

D) accumulation of phenotypically not manifested hereditary changes

D) a constantly ongoing mutation process and free crossing of individuals within the population

C1. The wasp fly is similar in color and shape to the wasp. Name the type of its protective device, explain its meaning and the relative nature of the adaptation

Option 3 Topic “Evolution of the Organic World” Unified State Examination

1) appearance of spores 2) formation of seeds

3) formation of the fruit 4) modification of the leaves

A2. Cannot be considered a consequence of the evolution of organisms

1) adaptability of organisms to their environment

2) diversity of the organic world

3) hereditary variability

4) formation of new species

A3. Microevolution leads to change

1) species 2) genera

3) families 4) orders

A4. The effectiveness of natural selection in nature increases when

1) strengthening the mutation process

2) weakening of intraspecific struggle

3) population decline

4) increasing the number of homozygous individuals

A5. Vestigial organs are an example of evidence of evolution

1) embryological 2) paleontological

3) comparative anatomical 4) biogeographical

A6. The property of organisms to acquire new characteristics, as well as differences between individuals within a species, is a manifestation

1) heredity 2) struggle for existence

3) individual development 4) variability

A7. Adaptation of an animal species to its environment is the result

1) caring for the offspring 2) exercising the organs

3) selection of random hereditary changes

4) high number of individuals in populations

A8. The existence of tree ferns in the history of the Earth’s nature is evidenced by

1) the existence of herbaceous and woody forms

2) the presence of their prints and fossils

3) their method of reproduction

4) their modern diversity

A9. What type of protective coloring is called mimicry?

1) coloration that dismembers the body

2) bright color, signaling the toxicity and inedibility of the organism

3) similarity in color of less protected organisms of one species with protected organisms of another species

4) a device in which the body shape and color of animals merge with surrounding objects

A10. The species caustic buttercup and creeping buttercup are combined into a larger systematic category -

1) genus 2) family

3) order 4) class

A11. Are the following judgments about the criteria of a species correct?

A) Only in combination all the criteria make it possible to identify the species

B. The main criterion when determining a species is considered to be genetic - the same number, shape, and size of chromosomes

3) both judgments are correct 4) both judgments are incorrect

A12. The population serves as a structural unit

1) genus 2) species 3) family 4) order

A13. An example of interspecies struggle for existence is

1) distribution of roles during hunting in a wolf pack

2) migration of a school of one salmon population to the spawning site

3) survival of the cuckoo chick and the death of other chicks in the nest

4) formation of crane flocks for autumn migrations

A14. Are the following judgments about the criteria of a species correct?

A. The genetic criterion of a species is characterized by the same reaction of individuals to the influence of environmental factors

B. In accordance with the genetic criterion, all individuals of the species have the same chemical composition and similar life processes

1) only A is true 2) only B is true

3) both judgments are correct

4) both judgments are incorrect

A15. What species criterion is based on differences in life processes among individuals?

1) physiological

2) environmental

3) genetic

4) morphological

A16. The term "evolution" was first used

1) K. Linnaeus 2) C. Bonnet

3) C. Darwin 4) J. B. Damarck

Part B. Choose three correct answers

IN 1. Establish a correspondence between the characteristic of the common edentulous and the criterion of the species that it characterizes

CHARACTERISTIC CRITERIA

A) the body is covered with a mantle 1) morphological

B) the sink has two doors 2) ecological

B) lives in fresh water bodies

D) the circulatory system is not closed

D) feeds on aquatic microorganisms

E) the larva develops in water

Q2. Establish the sequence of systematic categories characteristic of the plant kingdom, starting with the smallest

A) Bluegrass

B) Meadow bluegrass

B) Monocots

D) Angiosperms

D) Cereals (Poagrass)

AT 3. The result of evolution is

1) genetic drift

2) variety of species

3) mutational variability

4) adaptability of organisms to environmental conditions

5) increasing the organization of living beings

6) struggle for existence

AT 3. Match:

A) whale flippers and mole burrowing limbs 1) divergence

B) bird wings and butterfly wings 2) convergence

B) the streamlined body shape of a dolphin and shark

D) variety of beak shapes in finches

D) wing of a bat and an owl

AT 4. Which of the following examples are classified as idioadaptations?

1) development of educational tissues in a plant

2) the presence of trapping devices in insectivorous plants

4) the appearance of triploid endosperm in angiosperms

5) small, dry pollen in wind-pollinated plants

6) glandular hairs on the leaves of fragrant geranium

AT 5. Aromorphoses include

1) the appearance of the notochord in animals

2) the formation of five-fingered limbs in terrestrial vertebrates

3) the presence of a four-chamber stomach in cows

4) the mosquito has a piercing-sucking mouthparts

5) the appearance of green coloration of the integument of the grasshopper

6) the occurrence of sexual reproduction

1 option

In Part A for each task there are 4 answers, one of which is correct

A 1. Among the listed examples, aromorphosis is

The flat body shape of the stingray

Protective coloration in a grasshopper

Four-chambered heart in birds

A 2. Biological evolution is a process

Individual development of the body

Historical development of the organic world

Embryonic development of the organism

Improvements and creation of new varieties of plants and animal breeds

A 3. In response to an increase in the size of the prey population, the population of predators occurs

Increase in the number of newborns

Decrease in the number of sexually mature individuals

Increase in the number of females

Decrease in the number of males

A 4. Does not relate to the causes of the environmental crisis in the modern era

Rational environmental management

Construction of dams on rivers

Agricultural human activity

Industrial human activity

A 5. A certain set of chromosomes in individuals of one species is considered a criterion

Physiological

Morphological

Genetic

Biochemical

A 6. The selection of individuals with traits deviating from the average is called

Driving

Methodical

Stabilizing

Massive

A 7. The basis of natural selection is

Mutation process

Speciation

Biological progress

Relative fitness

A 8. At what stage of human evolution did social factors play a leading role?

The most ancient people

Ancient people

Neanderthals

Cro-Magnons

A 9. The species structure of the forest biogeocenosis is characterized

Tiered arrangement of animals

Number of ecological niches

Distribution of organisms in forest horizons

The diversity of organisms living in it

A10. Biogeocenosis is considered an open system, since it constantly occurs

Influx of energy

Self-regulation

Cycle of substances

Struggle for existence.

B 1. Factors of evolution include

Crossing over

Mutation process

Modification variability

Isolation

Variety of species

Natural selection

B 2. Self-regulation in the taiga ecosystem is manifested in the fact that

Tree numbers dwindling due to forest fire

Wolves limit the growth of wild boar numbers

Mass reproduction of bark beetles leads to the death of trees

The number of squirrels depends on the yield of spruce seeds

The wild boar population is completely destroyed by wolves

Owls and foxes limit the growth of mice

In tasks B3 and B4, establish a correspondence between the contents of the first and second columns

3. establish a correspondence between organisms and directions of evolution

Organisms Directions of evolution

Emu A) biological progress

Gray rat B) biological regression

House mouse

Blue-green (cyanobacteria)

Eagle golden eagle

Ussurian tiger

B 4. Establish a correspondence between the characteristics of selection and its types

Signs of selection Type of selection

Preserves individuals with traits useful in given conditions A) natural

Leads to the creation of new breeds of animals and plant varieties B) artificial

Promotes the creation of organisms with human needs

1. Changes

Occurs within a population and between populations of the same species

Acts in nature for millions of years

Leads to the formation of new species

Managed

Ladybug

Plant leaves

B 6. – Establish the chronological sequence of anthropogenesis

A skilled man

Homo erectus

Dryopithecus

Neanderthal

Cro-Magnon.

C 1 The number of perch populations in the river is declining as a result of water pollution by wastewater, a decrease in the number of herbivorous fish, and a decrease in the oxygen content in the water in winter. What groups of environmental factors are presented in this list?

C 2. How does a natural ecosystem differ from an agroecosystem?

A1-3; A2-2; A3-1; A4-1; A5 -3; A6 -1; A7 -1; A8-2; A9-4; A10-1.

B 1. – 2,4,6; B 2. – 2,4,6; B 3. – BAAABB; B 4. – ABBAAAAB; B 5. – 51324; B 6. – 31245;

C 1. Abiotic, biotic, anthropogenic.

With 2. 1) Greater biodiversity and diversity of food links and food chains

2) Balanced circulation of substances

3) Participation of solar energy in the cycle of substances and long periods of existence

Final test work 11th grade

Option 2

In Part A for each task there are 4 answers, one of which is correct

A 1. What aromorphosis contributed to the emergence of vertebrates on land

Gill breathing

Appearance of limbs

Presence of a spine

The appearance of pulmonary respiration

A 2. The total territory occupied by a species is called

Ecological niche

Biocenosis

1. Feeding area

A 3. The biomass of plants in the ocean decreases at depth due to

Decrease in water temperature

Decrease illumination

Reducing the number of animals

Reducing nutrients in water

A 4. The greenhouse effect on Earth is a consequence of an increase in atmospheric concentration

Oxygen

Carbon dioxide

Sulfur dioxide

Water vapor

A 5. Level of organization of any sharp-faced frog

Molecular - cellular

Biosphere - biotic

Population-species

Organismal

A 6. The concentration function of living matter in the biosphere is

In the accumulation of solar energy during photosynthesis

Selective accumulation of chemical elements by organisms

The cycle of chemical elements that make up organisms

Transfer of organic matter and energy through food chains

A 7. According to the views of Charles Darwin, the result of natural selection is

Survival of the fittest

Death of the least fit individuals

The emergence of fitness in organisms

The appearance of variability in traits in organisms

A 8. The elementary material for evolution is

Phenotypes of a group of individuals in a population

Genotypes of individual individuals of a population

Gene mutations in individuals of a population

Modifications of genotypes in individuals of a population

A 9. An increase in the number of species in an ecosystem, the formation of branched food chains, tiering is a sign

Sustainable Ecosystem Development

Transition of a stable ecosystem into an unstable one

Ecosystem die-off

Change from one ecosystem to another

A10. Specify incorrect statement. The agrocenosis left by man is dying because

Cultivated plants are replaced by weeds

It cannot exist without fertilizers and care

It cannot withstand competition with natural biocenoses

Competition between cultivated plants is increasing.

In tasks B 1 – B 2, choose three correct answers

B 1. Stable biogeocenoses are characterized by

Complex food chains

Simple food chains

Lack of species diversity

The presence of natural selection

Dependence on human activity

Steady state

Q 2. Why is the population considered the unit of evolution?

Free crossing occurs in it

Many species consist of a number of populations

Individuals in a population undergo mutations

Individuals of a population have different adaptations to their environment

Self-regulation of population numbers occurs

Under the influence of natural selection, individuals with beneficial mutations are preserved in the population

In tasks B3 and B4, establish a correspondence between the contents of the first and second columns

B 3. Establish a correspondence between the types of variability and their characteristics

Characteristics of variability Types of variability

The change in the characteristic disappears after the cessation of A) modification

action of the factor that caused it B) mutation

change comes suddenly

the change is undirected

the resulting change usually corresponds to

environmental changes

appears in all individuals of the species

manifests itself in individual individuals of the species

B 4. Establish a correspondence between the directions of evolution and their characteristics

Characteristics Directions of evolution

Range expansion A) Biological progress

Decrease in fitness B) Biological regression

Increase in numbers

Decrease in numbers

Reduced diversity

Increased diversity

Q 5. Sequence objects in the grassland food chain

Ground beetle

1. Caterpillars

Q 6. Establish in what chronological sequence the main groups of plants appeared on Earth

Flowering

Ferns

Psilophytes

Seaweed

C 1. What is the significance of isolation of populations for evolution?

C 2, Why are plants (producers) considered the initial link in the cycle of substances and energy conversion in the ecosystem?

A1-4; A2-3; A3-2; A4-2; A5 -3; A6 -1; A7 -1; A8-3; A9-1; A10-3.

B 1.- 1,4,6; B 2, - 1,5,6; B 3, -ABABAB; B 4. – ABABBA B 5. – 23154; B 6. – 54312;

C 1. Promotes the accumulation of mutations in the population.

C 2. 1) Create organic substances from inorganic ones

2) Accumulate solar energy

3) Provide organic matter and energy to organisms in other parts of the ecosystem.