Lesson for a seminar on biology. Presentation at a seminar for biology teachers. What does a human family tree look like?

A) Biology is, first of all, the basis of medicine. “Medicine, taken in terms of theory, is first of all general biology.” (I.V. Davydovsky). Advances in medicine are associated with biological research, so the doctor must always be aware of the latest advances in biology. It suffices to give a few examples from the history of science to prove how important the role of biology in medicine is.

Studies by Louis Pasteur, published in 1862. And proved the impossibility of spontaneous generation of life in modern conditions, the discovery of the microbial origin of the processes of putrefaction and fermentation ensured the development of surgery (antiseptics, asepsis).

The study of physiological and biochemical patterns, the discovery of the cell and the study of the microscopic structure of organisms made it possible to better understand the causes of the disease process, contributed to the introduction of new methods of treatment and diagnostics into practice (new. Research in the field of cell division has great importance for the problem of organ regeneration, and for the fight against oncological diseases).

The study of I.I. Mechnikov, the processes of digestion in lower multicellular organisms led to the discovery of phagocytosis and contributed to the explanation of the phenomena of immunity (disclosure of the mechanisms of immunity is necessary for reconstructive surgery, organ transplantation).

Research by I.I. Mechnikov on interspecific struggle in microorganisms led to the discovery of antibiotics used to treat many diseases.

The structures and functions of the human body are the result of long evolutionary transformations of previous forms. Therefore, the basis of pathological processes are also general biological patterns.

A large number of diseases are hereditary. Prevention and treatment of them requires knowledge of genetics. Many congenital anomalies arise due to exposure to adverse environmental conditions. It all rests again on the biology of the development of organisms.

Human health is largely dependent on the state of the environment. Knowledge of biological laws is necessary for a scientifically based attitude to nature, protection and use of its resources, including for the purpose of treating and preventing diseases.

B) Research methods in biology:

scientific method(from the Greek. Methodos - the path of research) - a set of techniques and operations used in the construction of a system of scientific knowledge.

1) Descriptive Method .

It is based on observation. The oldest method of research. It has not lost its significance even now. For example, it is used when discovering new species or studying cells using modern research methods.

2)Comparative method.

It consists in comparing the diversity of living forms, their analysis, systematics, synthesis and generalization. Nowadays, this method is also widely used in various branches of biology.

3)historical method.

The study of phylogenesis, the historical development of organisms, their vital activity, evolution. This method allows you to comprehend the obtained data, compare them with previously known results. This method made it possible to transform biology from a descriptive science into a science that explains how living systems originated and how they function.

4)experimental method.

Setting up experiments, modeling processes in living systems. It is important to observe the exact conditions of the experiment - its reproducibility by other scientists. In the twentieth century, the experimental method became the leading one in biology. This became possible due to the emergence of new instruments for biological research (electron microscope, tomograph, etc.). This method expanded the cognitive possibilities of biology and opened up new ways for the use of biological knowledge in all spheres of human activity.

Knowledge methods:

1) Inductive.

From private to general. The method is used in natural science and natural science. This is how hypotheses, concepts, theories and laws are created.

2) Deductive.

From general to specific. It is widely used in professional activities, including doctors and pharmacists.

IN)biological thinking- a kind of subject-specific thinking, during which a biological picture of the world is formed on the basis of establishing the patterns of biosystems when considering specific factual material (the relationship between the structure of organs and functions, metabolism, the evolution of the organic world)

G)Levels of organization of the living:

1)Molecular genetic.

Represented by molecules organic matter- proteins, nucleic acids, carbohydrates, lipids found in cells and called biological molecules. At the molecular level, the role of the most important biological compounds in the growth and development of organisms, the storage and transmission of hereditary information, metabolism and energy conversion in living cells and other phenomena is being studied.

2)Cellular.

Represented by cells. The cell is the basic independently functioning elementary biological unit of all living organisms. At this level, science studies the questions of the morphological organization of the cell, the specialization of cells during development, the functions of the cell membrane, and the mechanisms of cell division.

3)Fabric.

A collection of cells with the same type of organization constitutes a tissue. Jointly functioning cells belonging to different tissues make up organs. The composition of the body includes 5 main tissues, the composition of the plant - 6. At this level, the structure and functions of body tissues are studied.

4)Organ.

Represented by organs and organ systems. At this level, the structure and functioning of organ systems and organs separately is studied.

5)Organismic(ontogenetic).

It is represented by both unicellular and multicellular organisms. At this level, the organism is studied as a whole, with its inherent mechanisms for the coordinated functioning of its organs in the process of life.

6)Population-species.

Represented by populations of species. At this level, the factors influencing the dynamics of the number of individuals and the age composition of populations, the problems of conservation of endangered species, and the effect of microevolution factors are studied.

7)Ecosystem.

Represented by a system of populations of different species in their relationship with each other and environment. At this level, the relationship between organisms and the environment, the conditions that determine the productivity of ecosystems, their stability, as well as the impact of human activities on them, are studied.

8)Biospheric.

The highest form of organization of living matter, uniting all ecosystems of the planet. At this level, the course of global biochemical cycles and the influence of human activity on them are studied.

D)evolutionary approach- a theoretical direction looking for reasons social behavior in the physical and psychological tendencies that helped our ancestors survive and reproduce.

System Analysis– methodological solution of major problems based on the concept of systems. Methodology general theory systems, which consists in the study of any objects by presenting them as systems, carrying out their structuring and subsequent analysis.

Seminars -An organizational form in which students independently study educational material from various sources of knowledge and collectively discuss the results of their work.

Seminar - Collective form independent work, which contributes to an in-depth study of the material and the formation of worldview ideas, the manifestation to the greatest extent of individual abilities, collective creativity.

Seminar preparation involves the following steps:

1. Choosing a topic, defining tasks.

2. Selection of additional literature.

3. Distribution of tasks and topics for messages.

4. Organization of preliminary work, consultations.

5. The choice of methods and techniques of behavior.

6. Selection of visual aids.

7. Drawing up a plan for the seminar.

Structure seminars may be different. She depends

on the complexity of the issues under discussion, didactic tasks, degree

readiness of students for independent work.

In the practice of teaching general biology seminars are traditionally

are organized with the aim of repeating and summarizing students' knowledge of

topic and have the following structure:

1. Introductory word of the teacher, formulation of tasks, problem statement,

familiarization with the plan of the seminar.

2. Students' speeches (messages on given topics).

3. Discussion of the questions of the seminar during the conversation.

4. Summing up (analysis of students' messages, evaluation of performances).

How to Prepare for the Seminar

1. Carefully read the questions for the seminar; check out the bibliography.

2. Do not postpone the search for literature and preparation for the seminar for the last days.

3. Study the indicated literature and identify the main sources for each issue. Make the necessary extracts, titles, year of publication, page.

4. When identifying new unfamiliar terms, find their meaning in dictionaries.

5. Looking through the periodical press, make clippings on the topic of the seminar.

6. In case of any difficulties, ask your teacher for advice.

Materialistic theories of the origin of life

Anchor points

1. The ideas of ancient people about the origin of life were at first spontaneously materialistic in nature.

2. In the process of development of civilization, materialistic and idealistic views replaced each other.

3. The first attempts to explain the origin of life on Earth from a scientific point of view are known from ancient times.

Questions

1. What are the foundations and essence of life according to ancient Greek philosophers?

2. What is the meaning of Francesco Redi's experiments?

3. Describe the experiments of Louis Pasteur, proving the impossibility of spontaneous generation of life in modern conditions?

4.what are theories of eternity of life?

Evolution chemical elements in outer space

Anchor points

1. Matter is in continuous motion and development.

2. Biological evolution is a certain qualitative stage in the evolution of matter as a whole.

3. Transformations of elements and molecules in outer space occur constantly at a very low rate.

Questions

1. What is a nuclear fusion reaction? Give examples.

2. How, according to the Kant-Laplace hypothesis, star systems are formed from gas-dust matter?

3.Are there any differences in chemical composition planets in the same star system?

The primary atmosphere of the Earth and environmental conditions on the ancient Earth

Anchor points

1. The primary atmosphere of the Earth consisted mainly of hydrogen and its compounds.

2. The Earth is at the optimal distance from the Sun and receives enough energy to maintain water in a liquid state.

3.B aqueous solutions due to various energy sources, the simplest organic compounds arise in a non-biological way.

Questions

1. List the cosmic and planetary prerequisites for the emergence of life abiogenically on our planet.

2. What is the importance for the emergence of organic molecules from inorganic substances on Earth was the reducing nature of the primary atmosphere?

3. Describe the apparatus and methodology for conducting the experiments of S. Miller and P. Urey.

Coacervate theory of the origin of protobiopolymers

Anchor points

1. Organic substances in relation to water are divided into two subgroups: hydrophobic and hydrophilic molecules.

2. In aqueous solutions, hydrophilic molecules dissociate, forming charged particles.

3. Large organic molecules, which have a charge, either bind to the substrate or interact with each other, resulting in the formation Coacervates.

Questions

1. What is coacervation, coacervate?

2. What model systems can be used to demonstrate the formation of coacervate drops in solution?

3. What are the advantages for the interaction of organic molecules in areas of high concentrations of substances?

Evolution of protobionts

Anchor points

1. Protobionts formed in shallow warm reservoirs, where active mixing of solutions containing organic molecules took place in the surf zone.

2. Pyrophosphate molecules could become the first energy accumulators.

3. Proteins with a random sequence of amino acids have a weak non-specific activity.

Questions

1. How could organic molecules with hydrophilic and hydrophobic properties be distributed in the waters of the primary world ocean?

2. What are coacervate drops?

3. How was the selection of coacervates in the "primary broth"?

Initial stages of biological evolution

Anchor points

1. The first living organisms on our planet were heterotrophic prokaryotic living organisms.

2. The depletion of the organic reserves of the primary ocean caused the emergence of an autotrophic type of nutrition, in particular photosynthesis.

3. The appearance of eukaryotic organisms was accompanied by the appearance of diploidy and a nucleus limited by a shell.

4. At the turn of the Archean and Proterozoic eras, the first multicellular organisms occurred.

Questions

1. What is the essence of the hypothesis of the emergence of eukaryotes through symbiogenesis?

2. In what ways did the first eukaryotic cells receive the energy necessary for the life process?

3. Which organisms for the first time in the process of evolution had a sexual process?

4. Describe the essence of the hypothesis of I. I. Mechnikov about the emergence of many cellular organisms.

Let our Earth have small station rights:

Ordinary light on the thundering Milky Way...

But look how lemongrass and pigeon flutter,

This scale will never be found on distant worlds.

Y. Linnik "Colors of the Earth"

Problem areas

1. How could the concentration barrier in the waters of the primary ocean be overcome?

2. What is the principle of the natural view of coacervates in the conditions of the early Earth?

3. What major evolutionary transformations accompanied the first steps of biological evolution?

Problematic issues

1. All theories of the origin of life on Earth can be divided into two groups: theories of biogenesis and theories of abiogenesis. What is their essence. Describe the theories known to you from each group and name the scientists associated with these theories.

Theories of the origin of life on Earth

2. Describe the stellar and planetary stages of the Earth's development.

What is the essence of the various stages of the origin of life on Earth?

What was the significance of the reproduction process? Which

organisms arose as a result of biogenesis?

3. Explain why spontaneous generation of life is impossible in

modern conditions. Why are all theories of the origin of life

on Earth are called hypotheses?

From teacher to present stage development school education, a system of forms of education is required that ensures the activation of the cognitive activity of students.

Of course, the activity or passivity of a lesson is not always determined by the type of lesson, but most often by the ability of the teacher to awaken thought, captivate with feeling, induce action, in other words, by the creative work of the teacher and students.

In this regard, a seminar is an effective form of training.

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Lesson - a seminar in the system of group technologies, as an effective form of teaching high school students.

From the teacher at the present stage of development of school education, a system of forms of education is required that ensures the activation of the cognitive activity of students.

Of course, the activity or passivity of a lesson is not always determined by the type of lesson, but most often by the ability of the teacher to awaken thought, captivate with feeling, induce action, in other words, by the creative work of the teacher and students.

In this regard, a seminar is an effective form of training.

Seminars are an important form of developing schoolchildren's independence, activity, the ability to work with literature, think creatively and act. Seminars can be integral part lecture - seminar system of education, expanding the scope of their application. This is confirmed, for example, by the possibility of its application in such a type of joint learning activities teachers and students as "immersion."

Lessons-seminars have specific content:

1. it is advisable to conduct them on such topics, during the discussion of which the student will not only acquire certain knowledge, but also find a solution to the problem;
2. they differ in the special nature of the activity of students;
3. they are preceded by a thorough preparatory work often exploratory in nature.
4. in preparing for it, the teacher can resort to a "reasonable division of labor", which takes into account the interests and abilities of students.

Seminars are different from lessons:

1. a large degree of independence in preparing for the seminar;
2. high activity of students when discussing the results of training;
3. possession of skills in working with literature;
4. changing the organization of the learning stages (their sequence and content), for example, homework is of a leading nature, and its verification coincides with the study of new material;
5. changing the functions performed by the teacher and students; students perform an informational function, and the teacher - a regulatory and organizational one.

The methodology for preparing the seminar, its focus on attracting the active participation of the majority of students in the class consists of:

1. in the timeliness of informing students about the purpose, topic and plan of the seminar, the thoughtfulness of the plan, making adjustments to it in accordance with the wishes of the students;

1. training system: selection of basic and additional literature, nature of consultations, work of consultants, case council, creative groups, using the materials of the stand “Getting ready for the seminar”, algorithms (how to work with literature, how to write abstracts, how to prepare reports, how to speak);
2. developing a system of differentiated tasks (preparing reports, reviewing, opposing, tasks for collecting materials in museums, interviewing, preparing diagrams, tables, graphs, demonstrations, etc.).

Here are widely used:

Frontal tasks (drawing up a plan, reading reference books);

Group assignments (preparation of a report, questions for group work, work with group assignments, preparation of a stand, newspapers, literature search, distribution of roles in group work);

Individual tasks (preparing a message and commentary, thinking about own opinion about the problem, report, analysis of the problem under study, topics).

The methodology of the seminar, its focus on revealing the creative possibilities of students consists of:

1. in the clarity of the definition of the topic and purpose of the seminar;
2. psychological preparation of students for the discussion of issues;
3. the form of stimulation of their activity and cognitive interest;
4. the relationship between the activities of the teacher and students: the brevity and purposefulness of the teacher's introductory word, the relevance and thoughtfulness of comments and corrections, the organization of collective discussion, discussion.

Lessons can be organized in the form of seminars:

After conducting introductory, installation and current lectures;

When summarizing and systematizing the knowledge and skills of students on the topic under study;

When studying new material, if it is available for independent

student work;

When conducting lessons on the implementation of the model, problem method learning, various methods solving tasks, tasks, etc.

When organizing a seminarit is advisable to create working groups, entrusting them with various tasks.

In groups, students share responsibilities among themselves. With this form of activity, there can be feasible work for students of different levels of knowledge.

The seminar will be more interesting when, in addition to speakers, there is also a group of opponents.

She gets acquainted with the main provisions of the students' speeches in advance, prepares questions, and reviews the speeches.

At the seminar, everyone is responsible for some part of the general work, so the responsibility of the student for preparing homework increases.

Related to this are the objectives of the seminars:

Determination of the student's own position, his personal opinion;

Identifying student abilities

Where the main goal of the seminar is the formation of the ability to work independently, to look for solutions to the problem.

Therefore, seminars are characterized, first of all, by two interrelated features:

Independent study by students of program material;

Discussion at the lesson of the results of cognitive activity of schoolchildren.

The seminar form of classes creates favorable conditions for the realization of the capabilities of each student, for self-knowledge and creativity, contributes to the development of cognitive and research skills of students, and an increase in the culture of communication.

The workshops develop the skills to:

1. speak on one's own
2. discuss
3. defend one's opinions

Seminars should preferably be held starting from the 9th grade, because by this time students have accumulated certain skills and abilities necessary for conducting such lessons. There are various types of seminars, differing in the organization of their conduct. Here is one example of the classification of seminars according to VV Guzeev.

1. Analytical seminar. Students independently analyze texts, design tasks for groups, solve problems, make plans, schemes.

2. A heuristic seminar involves the application of knowledge in a changed situation, in laboratory experience, report, debate.

3. Control - generalizing, checks skills, basic knowledge of the thematic cycle, readiness for examinations.

Example. Scheme of an analytical seminar using group technologies.

According to the nature of the activity, there are three types of seminars:

1. seminars with detailed presentations of students on pre-set questions and discussion of problems and presentations;
2. seminars where reports or abstracts of students are discussed;
3. discussion seminars.

Distinguish lessons seminars:

For educational purposes,

According to the sources of knowledge,

According to their forms

According to the forms of conducting, they distinguish: seminars - detailed conversations, seminars reports, final seminar, seminar-debate, seminar-problem solving, seminar-conference.

Seminar - a detailed conversation is the most common form of seminars.

This seminar includes:

1. preparation of all students on each issue of the lesson plan with a single list of compulsory and additional literature for all;
2. student presentations and discussion;
3. speech and conclusion of the teacher.

A detailed conversation does not exclude, but also presupposes pre-planned speeches by individual students on some additional issues.

But these messages are here as an addition to the speeches already made, and not as a basis for discussion.

Seminars - reports are prepared on a pre-proposed topic.

In addition to general goals educational process pursues tasks:

1. to instill scientific skills, creative work;
2. to cultivate independence of thought;

A taste for finding new ideas and facts, examples.

It is advisable to submit for discussion no more than 2-3 reports lasting 12-15 minutes (with a two-hour seminar).

Sometimes, in addition to speakers, at the initiative of the teacher or at the request of the students themselves, co-speakers and opponents are appointed.

The latter usually read the texts of the reports in advance so as not to repeat their content.

The final seminar is heldfor any big topic when its main issues have already been discussed previously.

The seminar-dispute has a number of advantages:

1. in addition to other tasks usually implemented at the seminar, this form is most convenient for developing the skills of a polemicist;
2. a dispute can be an independent form of a seminar and an element of other forms of practical training;
3. as an independent form, such classes are most interesting when combining two or more seminar groups, when students from one class make presentations, and opponents from another, which are agreed upon in advance.
4. questions submitted to such seminars should always have theoretical and practical significance.
5. a dispute as an element of a regular seminar can be called by the teacher during the lesson or planned in advance by him. Controversy arises occasionally and spontaneously.

When choosing the form of the lesson and teaching methods, it is necessary to remember

What do students keep in mind?

1. 10% of what is read;
2. 26% of what they hear;
3. 30% of what they see;
4. 50% of what they see and hear;
5. 70% of what is discussed with others;
6. 80% of what is based on personal experience;
7. 90% of what they say while doing it;
8. 95% of what they learn themselves"

(Johnson J., 1996)

Seminars in general biology: an unconventional approach to organizing and conducting

T. V. Afanas'eva, L. N. Sukhorukova

The solution of the problems of training and development is facilitated by the activation of the cognitive activity of students, the formation of their skills of independent work.

Great opportunities for development cognitive activity students have seminars - the organizational form of the lesson, during which students independently study educational material on various sources of knowledge and collectively discuss the results of their work.

Seminars are used in the practice of teaching biology in high school. Preparation for the seminar is reduced to the following plan:

1. Choice of topic, definition of tasks.

2. Selection of additional literature.

3. Preparation of questions for discussion.

4. Distribution of tasks and topics for messages.

5.Organization of preliminary work, consultations.

6. Definition of performance evaluation criteria.

7. Choice of methods and techniques.

8. Selection of visual aids.

9. Drawing up a plan for the seminar.

The structure of the seminar may be different, it depends on the complexity of the issues discussed, didactic tasks, the degree of preparedness of students for independent work.

In the practice of teaching general biology, seminars are traditionally organized with the aim of repeating and summarizing students' knowledge on a topic or section and are reduced to the following structure:

1. Introductory word of the teacher: formulation of tasks, statement of the problem, acquaintance with the plan of the seminar.

2. Students' speeches (messages on the questions asked).

3. Discussion of the questions of the seminar during the conversation.

4. Summing up (analysis of students' messages, evaluation of their performances).

In our opinion, two main approaches to the organization and conduct of seminars should be distinguished. The first is close to the lecture-seminar system of education in high school. It lies in the fact that first the content educational material presented by the teacher in lecture form, then worked out independently by schoolchildren and discussed at the seminar. This approach is optimal if the material is complex and rich in new terms. At the same time, seminars are held with the aim of deepening, repeating and generalizing knowledge on a specific issue or the whole topic. The second approach suggests organizing a seminar as an independent form of learning, that is, in the process of preparing for it, schoolchildren independently study material with which they were not previously familiar. This approach is expedient when studying material that is available for independent comprehension by students. The leading didactic task of such a seminar will be the study of new material and its inclusion in the system of existing knowledge. If the seminar is organized with the aim of generalization, it is important to systematize the knowledge of schoolchildren around the leading ideas, omitting secondary material in the development of concepts. Repetition in such a lesson should be accompanied by the formation of multilateral connections between the studied objects, phenomena, processes based on problematic issues and solving cognitive problems.

To activate the mental activity of students, to arouse interest in already known material, the element of the new is of great importance: a carefully thought-out selection of questions that are new in terms of wording and generalizing in meaning, bringing new facts, using new visual teaching aids, etc.

The topics of general lessons-seminars in the section of general biology can be as follows: "Cell is a structural and functional unit of life", "Cell metabolism", "Genetic foundations of evolutionary theory", "Practical and ideological significance of evolutionary doctrine", "Breeding of productive varieties and breeds ", "Human evolution: problems and prospects", "Ecology today", etc.

Our experience shows that when organizing and conducting such seminars, it is advisable to use a group form of organizing students' independent work. It is as follows. The students in the class are divided into groups. A consultant is allocated in the group, who performs a coordinating function, establishing connections between all students. Each group receives the task of preparing presentations, selecting visual material, etc. Working on the task, students read the material from the textbook, select additional literature, use the data of the periodical press. This technique helps to increase the activity of students and an objective assessment of their performances, fosters a culture of communication.

The effectiveness of group work largely depends on the degree of preparedness of students, the formation of their self-education skills (highlight the essential when working with a text, take notes, draw conclusions, etc.). Therefore, it is important in the process of preparing for the seminar to conduct a detailed briefing, to give additional advice to groups and individual students. It is important to correctly complete groups, take into account the level of knowledge and skills, cognitive interest to the topic of the seminar, the quantitative composition of the groups (the optimal number of students in a group is 7-9 people).

The activity of high school students during the seminar, objectivity in evaluating their performances is facilitated by the "review review" method. Its essence is that if three groups work at the seminar, then after the presentation of the representatives of the first group, the members of the second group give a review of the message they heard, and the third - a review of the review. Then the groups switch roles. As a result, each group will make a report, act as a reviewer and express their agreement or disagreement with the reviewer. The review plan could be as follows:

1. Compliance with the rules of speech.

2. Correspondence of the content of the speech to the topic.

3. The logic of constructing a performance.

4. Use of visual material, culture of speech.

5. Emotionality.

Review Review: Do you agree with this review? Rate it on a five-point system.

We concretize the methodology of the generalizing lesson-seminar on the example of the lesson "Cellular Metabolism". The material on cell metabolism in the topic "Cell Biology" is one of the most difficult in the section of general biology of class X. Nevertheless, the assimilation of the processes of photosynthesis, aerobic and anaerobic breakdown of glucose, biosynthesis is of great importance for understanding the essence of life, allows you to find out the features of not only the cellular level of organization of nature, but also comprehensively approach the study of other levels of life, consider them in evolutionary and ecological aspects.

The topic of the seminar is of great interest, has significant opportunities for developing not only the independence of students, but also requires the teacher to have a deep understanding of the issues raised, and provides an incentive for self-education.

The purpose of the seminar: to bring into the system the knowledge of students about the mechanisms of metabolism in the cell, to find out the biochemical, biophysical, structural, ecological foundations processes of respiration, photosynthesis and biosynthesis of proteins, to reveal their role in the evolution of living nature.

Seminar preparation

Two weeks before the seminar, students are divided into three groups, equal in strength and ability.

For the purpose of group work effectiveness, consultants are assigned to each group. In addition, all students receive instructive cards "Organization of independent work in preparation for the seminar" Cell Metabolism ". The instructions say where and what material to read. In order to consolidate knowledge, differentiated tasks and tasks are offered that check the assimilation of educational information on different levels and respectively estimated at "3", "4", "5". If it is difficult to complete tasks, the card emphasizes the need to contact consultants or a teacher.

The instructional card aims students to conduct mutual control and self-control, to Active participation in discussing the issues of the seminar, introduces individual control tasks that students will have to complete after the seminar.

The questions of the forthcoming seminar are formulated in general form and prepared by students of all groups.

Questions for the seminar

"Cell Metabolism"

1. What is the essence and significance of photosynthesis? Describe the light and dark phases. What processes take place in each phase and what are their results? How are the problems of photosynthesis and food supply of the Earth's population related?

2. What is the essence and significance of glycolysis? What substances enter into energy exchange and what changes undergo? What is the role of the "enzymatic pipeline"? Explain the oxygen requirement of most living organisms. When and under what conditions can anaerobic glycolysis prevail over an aerobic process?

3. What are the conditions and mechanisms for the implementation of genetic information in a cell? What is genetic code and what are its properties? How are the principles of complementarity and matrix synthesis reflected in the process of transcription? Where and how does the translation process take place? What prospects does the mastery of the mechanisms for the realization of genetic information open up for mankind?

Additional questions (for students who are going to enter universities of biological and medical profile)

1. Expand the evolutionary and ecological aspects of the processes of photosynthesis, aerobic glycolysis (respiration) and protein biosynthesis.

2. Why do cells containing the same genetic information in DNA produce different proteins? What is the mechanism of regulation of protein biosynthesis?

The structure of the seminar can be represented as the following scheme:

introductory word teachers - group work - performance of students of the I group - review of the II group - review of the review of the III group - performance of the II group - review of the III group - review of the review of the I group - performance of the III group - review of the I group - review of the review of the II group - assessment of group work - messages students on in-depth study of the topic - summing up.

In the introductory speech, the teacher sets the tasks of the seminar, conducts a lottery, as a result of which a task is determined for each group (each group prepares a report on one of the three questions of the seminar). Consultants work in groups. Group work takes 5-7 minutes of the lesson. Then one or two students from each group speak, students from other groups ask questions, review the performances. In conclusion, the results are summed up, the opinions of the teacher, consultants, reviewers are heard, not only group work is evaluated, but also the participation of each student in the discussion of the seminar, his performance control questions instruction card.

If time remains, then students' reports on additional questions are heard. In an extreme case (on assignments for in-depth study), the teacher works with students individually, during after hours.

Another approach involves organizing a workshop to self-study new material. Our experience shows that the effectiveness of the seminar as a lesson in gaining new knowledge is also facilitated by a lot of preliminary work, including group work under the guidance of consultants and individual preparation from instruction cards. The questions of the seminar are the same for students of all groups. Some students receive individual tasks that require a more in-depth disclosure of the topic being studied.

Group work is not organized during the seminar, the whole class participates in the discussion and review of issues.

Let's consider the methodology of the seminar, the didactic task of which is to study new material, using the lesson "Viruses - non-cellular life forms" as an example. It is advisable to organize an independent study of viruses after summarizing knowledge about protein biosynthesis and considering the tasks and methods of genetic engineering, since in order to understand the structure and life cycles of viruses, students must freely operate with such concepts as "reduplication", "transcription", have a good knowledge of the structure and functions of proteins , nucleic acids. Thanks to basic knowledge about the structure and significance of biopolymers, the stages of protein synthesis, the material on the functioning of viruses in the cells of living organisms becomes available for independent study by students. Questions for discussion at the seminar may include the following:

1. Features of the structure and vital activity of viruses, their classification.

2. Life cycles of viruses.

3. Origin of viruses, their role in the evolution of cellular organisms.

Additional questions

1. Structure of the human immunodeficiency virus (HIV), its life cycle.

2. Acquired immunodeficiency syndrome (AIDS): explanation of the course of the disease from the standpoint of knowledge about the structure of HIV, the mechanism of its development in human cells.

Students prepare the main questions of the seminar on their own according to existing textbooks and manuals, including a general biology textbook (authors: A.O. Ruvinsky, L.V. Vysotskaya, S.M. Glagolev, etc.).

To highlight additional issues, it is important to recommend the article by BM Mednikov "AIDS from the standpoint of a biologist" (Biology and modernity. M .: Education, 1990).

The seminar is held according to the following scheme: the teacher's introduction - discussion of the main issues - reviewing - listening to messages - summing up - evaluating the results of students' independent work.

The seminar as a lesson in obtaining new knowledge can be widely used in the study of general biology, the topics of such lessons can be very different, for example: "The importance of proteins in the cell", "Non-membrane components of the cell", "Genetics of sex. Sex-linked inheritance", "Genotype interaction and environments Modification variability", "Prerequisites and main provisions of Ch. Darwin's evolutionary doctrine" and others.

Our experience shows that conducting seminars with the aim of studying and summarizing the material, organizing group independent work in the process of preparing for the seminar, using techniques and methods to enhance learning activities contribute to a deeper assimilation of biological concepts by students, increase the cognitive capabilities of high school students.