In recent years, we have witnessed qualitative changes that are taking place in the field of domestic education. During the implementation of documents of national importance, including the comprehensive Second Generation General Education Standard Project and the Document on the President's Priority Initiative "Our New School", an intensive renewal of the general education process is observed. It is associated with the achievement of new educational results based on the allocation of the fundamental core of various subjects, strengthening their cultural orientation, the implementation of the principles of variability and adaptability in relation to the interests, needs and abilities of schoolchildren, which goes beyond the scope of compulsory programs.

In modern conditions of the accelerated development of engineering and technology, and, in connection with this, the need that has arisen for the younger generation to receive relevant professions, the role of subjects in the natural science cycle is noticeably increasing, among which biology occupies a special place. It is it that is a kind of means that ensures the formation of full-fledged ideas about the diversity of living systems, their structure and functioning, their role in nature and significance for humans.

One of the ways to expand the student's ability to build an individual educational trajectory is to create a network of elective courses. Education in the framework of elective courses is aimed at the implementation of a personality-oriented educational process, in which the interests, inclinations and abilities of students should be taken into account as much as possible. A variety of elective courses in biology opens up great opportunities for teacher creativity and student choice.

When developing an elective course in biology, it is necessary to correlate the level of the basic and specialized subject, highlighting the basic knowledge and skills, paying attention to insufficiently disclosed topics.

We can conditionally distinguish the following types of elective courses in biology:

Elective courses, the task of which is to deepen and expand knowledge of biology, which is part of the basic curriculum of the school.

Elective courses of an increased level of complexity, aimed at in-depth study of biology. The choice of such an elective course will allow you to study the subject not at the profile, but at an in-depth level. In this case, all sections of the biology course are deepened more or less evenly.

Elective courses, in which individual sections of the main course, included in the mandatory program, are studied in depth.

Applied elective courses in biology, the purpose of which is to introduce students to the most important ways and methods of applying knowledge in practice.

Elective courses devoted to the study of methods of knowledge of nature and society.

Elective courses on the history of the subject.

Elective courses that are not included in the basic curriculum differ in purpose and content, but in all cases they must meet the needs of the students who choose them.

Based on the traditions of our educational institution, the ecological and valeological direction of the educational and educational training of students is one of the main ones, in this regard, the school has accumulated considerable experience in implementing programs aimed at the ecological and valeological education of students. The staff of subject teachers meets the necessary qualification requirements, and there is also an appropriate material and technical base for conducting elective courses in in-depth study of biology and ecology.

The introduction of elective courses in biology and ecology into the educational program of the school is also due to the need of students who determine the range of subjects of interest to choose from. Every year, students in grades 9-11 choose biology as a subject for in-depth study, which is associated with the choice of a study profile in the future. Elective courses can perform the following functions:

Maintaining the study of the main profile subjects at a given level. This can be achieved by saturating the profile course studied at this stage of school biological education with additional courses that expand and deepen the content of the profile (for example, the courses "Problem solving in biology", "Fundamentals of heredity").

Ensuring intra-profile specialization through conducting courses of different directions and content, which can help schoolchildren in choosing a more specific area of ​​cognitive activity within a particular scientific discipline (for example, the courses "Plant Ecology", Animal Ecology, "Human Ecology").

Building an individual educational trajectory, developing the interests and career guidance aspirations of schoolchildren. This should help them realize their capabilities, interests, preferences and assess the correctness of their future professional choice. This function is performed by the courses "Fundamentals of Ecology", "Your Health", "Ethology", "Fundamentals of Cytology".

Ensuring the possibility of using additional time for studying biology due to the reduction of hours for studying a core subject (1 hour per week for studying botany in grade 6, 1 hour per week for studying general biology in grades 10 and 11).

When forming elective courses, the following principles are taken into account:

Compliance with the methodological principles of modern biological education, on the basis of which schoolchildren should form systemic thinking and a holistic scientific picture of the world.

Scientific presentation of the material.

Expansion of the scope and deepening of existing educational courses.

Practical orientation.

Integrative character (exemption from duplication in the study of topics in related school disciplines).

Targeted character (personal effectiveness).

Developing character (contribute to the development of cognitive independence, creativity, research skills).

Taking into account age-related characteristics (combining the logic of personality development and the logic of deploying educational material, priority in the logic of personality development).

Accounting for regional characteristics (interest in knowledge).

Professional orientation (facilitating the process of choosing a future profession).

Elective courses should be introduced gradually with alternation, which will ensure deliberate study and the possibility for students to realize the need or uselessness of these courses. The child should avoid the "imposition" of the school profile of education and individual elective courses. Students should have the right to choose and constantly search for their own path. And you need to do this before the pre-profile preparation begins.

In the drop-down menu you will find interesting programs of elective courses in biology.

Elective biology courses for specialized education

The concept of profile education at the senior level of general education (2002) provides for the possibility of introducing five profiles, including natural and mathematical (core subjects - mathematics, physics, chemistry, geography, biology). The Federal Basic Curriculum (2004) proposes the option of introducing ten profiles, including natural science (core subjects - physics, chemistry, biology).

Profile education provides an opportunity for each student to study according to an individual curriculum, which is based on the basic one and includes the following main blocks.

1) Basic general education subjects - are compulsory for all students in all study profiles.

2) Profile general education subjects- subjects of an increased level of complexity, which determine the focus of each specific profile of education, mandatory for students who have chosen this profile.
The content of these blocks of subjects is determined by the federal component of the educational standard of general secondary education and is controlled by the USE.

3) Elective courses- compulsory courses at the choice of students, determined by the profile of education.

The approximate ratio of the volumes of basic general education, specialized general education subjects and elective courses is determined by the proportion of 50: 30: 20. Unlike electives, elective courses in specialized education are mandatory. There is no USE for elective courses.

The following types of elective courses in biology and ecology for specialized education can be distinguished.

1. Subject courses, the purpose of which is to deepen and expand the content of the specialized general education course in biology.

1.1. Courses of an increased level of complexity, aimed at an in-depth study of the subject "Biology" and coordinated with the main program both thematically and in time. The choice of such an elective course will allow studying biology not at the profile, but at an in-depth level. In this case, all sections of the course are deepened more or less evenly.

1.2. Special courses in which individual sections of the profile course of biology are studied in depth, which are included in the compulsory program of this subject (for example, "Genetics", "Cells and Tissues", "Ecology", "Biophysics").

1.3. Special courses in which individual sections of the main course that are not included in the mandatory program are studied in depth ("Biotechnology", "Selection", "Theory of Evolution", "Viruses and Viral Diseases").

1.4. Applied elective courses, the purpose of which is to introduce students to the most important ways and methods of applying knowledge in practice, to develop students' interest in modern technology and production (“Biology in agriculture”, “Environmental workshop”, “Solving environmental problems and sustainable development ").

1.5. Elective courses devoted to the study of biological methods of nature cognition ("Methods and techniques of biological experiment", "How discoveries are made", "Mathematical methods and models in biology and ecology", "Ecology in experiments").

1.6. Elective courses on the history of biology and ecology ("Modern Problems of Biology", "History of Ecology", "Nobel Prizes in Physiology or Medicine").

1.7. Elective courses devoted to compiling and solving problems in biology (“Solving Olympiad problems in biology”, “Experimental problems in biology and ecology”, “Problems in biology with practical content”).

2. Interdisciplinary elective courses, the purpose of which is the integration of students' knowledge about nature and society ("Evolution and creationism as a phenomenon of culture", "Sustainable development", "Environmental chemistry", "Biology and health", "Socio-economic factors in solving environmental problems", "Natural science picture peace").

3. A separate group is elective courses in subjects not included in the basic curriculum that promote socialization, professional self-determination of students ("World of Professions", "Effective Behavior in Conflict", "Information Culture and Network Etiquette").

The number of elective courses offered as part of the profile must be in excess of the number of courses the student is required to take.

When developing the content and methodological system of an elective course, it is important to show which place it ranks among general education and basic specialized subjects, what interdisciplinary connections are realized when studying an elective course, what general educational, specialized and special (biological, environmental) skills and abilities are developed at the same time, how conditions are created for enhancing the cognitive interest of students, professional self-determination.

Goals and objectives it is desirable to formulate the course in terms that are understandable to both the teacher and the students: why the course is being studied, what educational needs it satisfies. In accordance with the goals, the tasks of studying the course are formulated: what is necessary to achieve the goals; what specifically the teacher and students have to work on when studying the course.

When selecting content course it is necessary to answer the following questions: what facts, concepts, ideas, ideas, principles, values ​​are offered for assimilation; what skills and abilities will be formed; for which biological and environmental professions (fields of applied biology and ecology) the formed skills and abilities are useful; which sections and from which school courses (not only biology, but also, for example, mathematics, physics, chemistry, a foreign language) must be mastered (both by students and the teacher) before starting to study an elective course; in what materials the content of the course is implemented (textbook, workbook for students, methodological guide for the teacher, reader, electronic / multimedia aids, Internet resources, etc.).

Methods and forms of education should be determined by the requirements of profiling education, taking into account the individual characteristics of students, development and self-development of the individual. The leading place in teaching should be given to problematic, practical and research methods that stimulate cognitive activity. The proportion of independent work with various sources of educational information should be significant.

When determining forms of organization of training sessions should be based primarily on the objectives of the course. Since, in principle, the study of an elective course by even one student is not excluded, it is necessary to provide options for both collective and individual-group study of the course material. At the same time, if the content of the course can be mastered only in group or collective forms (educational projects, business games), then the minimum size of the study group should be specified. It is important to provide for the use of such methods and forms of education that would give students an idea of ​​possible future professional activities corresponding to the chosen profile of education. This can be a biological experiment, environmental modeling, experimental work on a school site, business games to solve local environmental problems, translation of foreign scientific publications, etc.

Thematic plan includes the main content of all sections / topics of the course, indicating the time required for their study. Separately, practical and laboratory work, excursions (to nature, to research organizations, agricultural and industrial enterprises, environmental control laboratories, environmental management bodies), educational projects, etc. are singled out.

Additional teaching materials: literature for teachers and students (basic and additional), electronic publications (CDs, educational computer programs), Internet resources.

An important element of the methodological system of the elective course is the definition of the expected results of the study of the course, as well as methods for diagnosing and evaluating them. Expected outcome of the course is the answer to the question: what knowledge, skills, experience, necessary for building an individual educational trajectory at school and a successful professional career upon graduation, will be obtained, what types of activities will be mastered, what values ​​will be offered for assimilation? The results should be significant, first of all, for the students themselves, which is necessary to ensure the attractiveness of the course at the stage of initial acquaintance with it and its choice by students. Learning outcomes can be formulated both in terms of “the student should know (have an idea, give examples)”, “be able”, “have experience”, and in terms of competencies.

It is equally important to consider a system for monitoring the level of student achievement and evaluation criteria. It is necessary to develop both forms of intermediate control and the format of the final test work for the course. The assessment can be set both in the form of "passed/failed", and on a point scale. In order to increase the attractiveness of the course for students and increase the chances of its promotion in the market of educational services, it is desirable that the forms and content of monitoring the level of students' achievements within the framework of the elective course are consistent with the requirements of the USE control and measuring materials in biology.

To conduct the final certification based on the results of studying the course, you can use both a special test work (exam, test) and a student's portfolio, i.e. a set of independently performed works (schemes, drawings, layouts, abstracts, research reports, essays) and documented achievements (diplomas, diplomas). The final grade can be cumulative, when the results of all the proposed tasks are evaluated in points, which are summed up at the end of the course. At the same time, a rating can also be used, when specific limits on the number of points for obtaining a particular assessment are not set in advance, and the assessment is determined upon completion of the course, depending on the level of preparation of students.

In order to present the most important features of the elective course to its developers, it is desirable to make a short abstract. The abstract should include the title, main content, and explain who the course is for. It is important that the abstract be brief and at the same time give a fairly complete picture of the course, revealing its attractiveness.

These requirements for elective courses should be reflected in the system of educational and methodological materials for teachers and students - educational and methodological kit (TMK). As the main elements, the teaching materials may include at least a program and a textbook (textbook) for students, as well as, as additional elements, a workbook for students, a teaching aid for a teacher, an reader, Internet resources, etc.

The course program should include: annotation; the place of the course in the educational process; goals and objectives of the course; main components of the course content; methods and forms of education; course results; forms of monitoring the level of students' achievements and evaluation criteria; thematic plan; additional learning materials.

Textbook for students. The main content of the course can be presented both in the form of a traditional textbook and in other forms (video course, interactive computer program, Internet resources, etc.). The presentation of the educational material should not orient the teacher to lectures, its main function is to provide the student with information for classes in the classroom (texts, instructions for laboratory experiments and research work, discussion materials, questions for discussions), independent work, for home building, preparation of educational projects.

Annotated bibliography. It should be prepared if the recommended literature is available. It is necessary to indicate in the study of which topics one or another source should be used.

The article was published with the support of the English Online Internet project. If you want to learn English and want to study in a highly effective course that is recognized and popular among other Internet users, then you no longer have to waste time entering queries such as “English courses reviews” into your browser search box. By visiting the English Online website, you will find free educational materials that will allow you to quickly learn the basics of the English language, and you can sign up for intensive English courses according to Igor Khokhlov's author's program. Internet project "English Online" is located at http://www.e-english.ru/

Among schools in recent years, one of the most popular is the natural science profile of education. The exam is chosen by graduates of the ninth (pre-profile) grades in order to continue their education in specialized biological and chemical, agrotechnological, and natural science classes. Also, this subject is actively chosen by applicants entering natural science, biological, medical, pharmaceutical, environmental, agricultural, engineering faculties of universities and pedagogical universities. In this regard, it is obvious that this category of graduates must possess the knowledge and skills tested by the tasks of the KIMs of the USE, freely operate with biological concepts, answer detailed questions clearly in accordance with the test criteria put forward, and also imagine the changes that have occurred in the examination materials of the current year, if any.

As evidenced by the data on the results of the USE in biology in 2014, the percentage of completion of the KIM task in part 1 (A), which tests the level of mastering the basic genetic concepts considered in the course of general biology, is below the “corridor” of the expected solvability. The tasks of part 3 (C) require a detailed answer. Graduates must show the formation of the basics of biological literacy and competence:

Ability to independently operate with biological concepts, substantiate and explain biological processes and phenomena, correctly formulate your answer;

Ability to apply knowledge in a new situation, establish causal relationships, analyze, systematize and integrate knowledge, generalize and formulate conclusions;

Ability to solve biological problems, evaluate and predict biological processes, apply theoretical knowledge in practice.

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"Genetics and basics of selection" in biology

for grade 10 of secondary general education

(training course for profile education of the 10th grade, 34 hours)

Year of program development2014-2015 academic year

Explanatory note

The program of the elective course "Genetics and the basics of selection" in biology in the 10th grade was developed on the basis of a unified concept of school biological education.

The program of this elective course is designed for 34 hours and is intended for students of the 10th grade of a secondary school. The course is aimed at satisfying the specific cognitive interests of schoolchildren, contributes to their versatile personal development, is focused on studying the patterns of hereditary variability and the material foundations of heredity. The program includes the study of solutions to various genetic problems, which sometimes seem difficult to students. The program includes the study of the basics of plant and animal breeding.

The course program contains a variety of tasks, tests and crossing schemes, the implementation of which will contribute to a more complete assimilation of the material and will help with self-control of the acquired knowledge.

Much attention is paid to laboratory and practical work, which allow not only to demonstrate important practical skills, but also to develop the independence of students, their cognitive activity.

The elective course includes issues of the properties of organisms - heredity and variability, methods of genetics, methods for studying human heredity, genetic terminology and symbols, patterns of inheritance established by G. Mendel; their cytological bases, patterns of linked inheritance, sex determination, types of mutations and their causes. A large place is allocated to the study of measures for the prevention of human hereditary diseases, the features of plant, animal, and microbial breeding.

Course Objectives:

Deepen the basic knowledge of students in biology, increase creative activity and broaden the horizons of students;

Ensure the consolidation of basic biological concepts, continue the formation of special biological skills and abilities;

Assimilation by students of laws, theories, scientific ideas, facts;

Developing the development of students' analytical and synthesizing thinking; skills of educational work and independent work; the formation of skills to highlight the main thing in the material being studied, the education of culture.

Course objectives:

To teach the basic concepts in the field of genetics and breeding of plants, animals and microorganisms;

Practical to consolidate the received theoretical knowledge in the course of practical exercises;

To teach how to draw up crossbreeding schemes, solve genetic problems on mono- and dihybrid crosses, on linked inheritance, on the interaction of genes, building a variation series and a variation curve.

Students should know:

* the role of biology in human life, its connection with other sciences, the importance in the life of modern society;

Students should be able to:

* draw up crossbreeding schemes;

Expected results:

- this course "Genetics and the basics of selection" can significantly improve the quality of education and ensure the formation and development of skills and abilities;

The most important priorities of the course "Genetics and Basics of Breeding" is the ability to work independently with biological tables and literature, solve genetic problems, draw up crossbreeding schemes.

During the classes, it is planned to use lectures with a demonstration of experiments, visual aids, diagrams and tables; conversations with students, including laboratory experiments, seminars, listening to students' reports, defense of abstracts.

Introduction (1 hour)

Topic number 1. Introduction. The history of the development of genetics.

Tasks of genetics (10 hours)

Topic number 2. Tasks of genetics.

Topic #3 . Hybridological method of Mendel.

Topic #4 . Dominant and recessive traits.

Topic #5 . allelic genes.

Theme #6 . Phenotype and genotype.

Theme #7 . Homozygous and heterozygous.

Theme #8 . Inheritance with incomplete dominance.

Theme #9 . Dihybrid cross. The static nature of splitting.

Topic #10 . Cytological bases of splitting.

Topic #11 . Linked inheritance. Clutch failure. Crossover of chromosomes.

Sex Genetics (3 hours)

Topic number 12.

Topic number 13. Chromosomal theory of heredity.

Topic number 14. Inheritance of sex in humans.

Genetics and Theory of Evolution (7 hours)

Topic number 15.

Topic number 16.

Topic number 17. Mutations and their causes.

Topic number 18. The law of homological series of hereditary variability N.I. Vavilova.

Topic number 19. Genetics and the theory of evolution.

Topic number 20. Population genetics.

Topic number 21. Forms of natural selection: driving and stabilizing.

Genetic bases of plant and animal breeding, microorganisms

(13 hours)

Topic number 22. Breeding is the science of creating new varieties of plants, animal breeds, strains of microorganisms.

Topic number 23. selection tasks.

Topic number 24. NI Vavilov about the origin of cultivated plants.

Topic number 25. centers of ancient agriculture.

Topic #26 . Plant selection.

Topic number 27. Basic selection methods.

Topic number 28.

Topic number 29. Heterosis.

Topic number 30.

Topic number 31. Animal selection.

Topic number 32.

Topic number 33.

Topic number 34. The main directions of biotechnology.

p/p	Lesson topic	the date of the		Note
		Plan	Fact
	Introduction (1 hour)
1(1)	The history of the development of genetics.	5.09
	Tasks of genetics (10 hours)
1(2)	Tasks of genetics.	12.09
2(3)	hybridological method	19.09
3(4)	Dominant and recessive traits.	26.09
4(5)	allelic genes	3.10
5(6)	Phenotype and genotype. Plan for solving the problem in genetics	10.10
6(7)	Homozygous and heterozygous. Monohybrid cross.	17.10
7(8)	Inheritance with incomplete dominance.	24.10
8 (9)	Dihybrid cross. The static nature of splitting.	31.10
9 (10)	Cytoplasmic basis of cleavage	14.11
10 (11)	Linked inheritance. Clutch failure. Crossover of chromosomes.	21.11
	Sex Genetics (3 hours)
1 (12)	Genotype as a historically established system.	28.11
2 (13)	Chromosomal theory of heredity	5.12
3 (14)	Inheritance of sex in humans. Royal illness.	12.12
	Genetics and the theory of evolution (7 o'clock)
1 (15)	modification variability.	19.12
2 (16)	reaction rate. Static patterns of modification variability.	26.12
3 (17)	Mutations and their causes.	16.01
4 (18)	The law of homological series of hereditary variability by N.I. Vavilov	23.01
5 (19)	Genetics and the theory of evolution.	30.01
6 (20)	Population genetics. Hardy-Weinberg law	6.02
7 (21)	Forms of natural selection: driving and stabilizing.	13.02
	Genetic bases of plant and animal breeding, microorganisms (13 hours)
1 (22)	Breeding is the science of creating new varieties of plants, animal breeds, strains of microorganisms.	20.02
2 (23)	selection tasks.	27.02
3 (24)	N.I. Vavilov on the origin of cultivated plants	6.03
4 (25)	centers of ancient agriculture.	13.03
5 (26)	Plant selection.	20.03
6 (27)	Basic selection methods.	3.04
7 (28)	Self-pollination of cross-pollinated plants.	10.04
8 (29)	Heterosis.	17.04
9 (30)	Polyploidy and distant hybridization.	24.04
10 (31)	Animal selection.	8.05
11 (32)	Types of crossing and breeding methods.	15.05
12 (33)	Selection of bacteria, fungi, its importance for the microbiological industry.	22.05
13 (34)	The main directions of biotechnology. (Protection of abstracts)	29.05

Literature for the teacher

1. "Biology in tables and diagrams" St. Petersburg, LLC "Victoria plus" 2008.
2. Kamensky. A. A., Sokolova N. A., Valovaya M. A. "Fundamentals of Biology". Publishing house "Exam" Moscow 2007.
3. Kozlova T.A., Kuchmenko V.S. Biology in tables 6-11 grades, Moscow "Drofa", 2008.
4. . Tests. Biology, Moscow, Federal Testing Center, 2005.

Literature for students

1. Belyaev. E. D.K, Ruvinsky A.O. "Gomumi biology" "Kazan" M garif", 1997.

3A.A. Kirilenko, Biology. Collection of tasks on genetics. Basic and advanced levels of the USE, teaching aid, Rostov, Legion, 2009.

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Municipal budgetary educational institution "Secondary school of the village of Maskara"

Kukmorsky municipal district of the Republic of Tatarstan

The work program of the elective course

"Diversity of the organic world" in biology

for grade 11 of secondary general education

(training course for profile education of the 11th grade, 34 hours)

Year of program development2014-2015 academic year

Explanatory note

The most important indicator of the quality of education is an objective assessment of the educational achievements of students.

The biology exam is one of the forms of the final control of knowledge. Final exams are held for basic, full secondary school, as well as entrance exams to the university.

Botany is traditionally considered one of the easiest sections, but experience shows that it is botany that applicants know the least. The reason for this is the simplified presentation of this science in school textbooks (designed for grades 6-7), the inability of students to independently choose information on botany from other sections of the school course, a large number of complex and unusual terms.

The same applies to zoology.

At the entrance exams in biology, zoological topics are usually given 25-30% of all questions.

It is impossible to prepare for biology exams in a short time, because. it takes time to remember many details, features of representatives of different kingdoms of nature, exceptions to the rules.

This elective course will help students repeat the main sections of the school curriculum, synthesize a huge amount of material, quickly extract the necessary information from a huge number of sources, and prepare more effectively for the exam.

The program of the elective course "Diversity of the Organic World" in biology in the 11th grade was developed on the basis of a unified concept of school biological education.

The program of this elective course is designed for 34 hours and is intended for students of the 11th grade of a secondary school. The course is aimed at meeting the specific cognitive interests of schoolchildren, contributes to their versatile personal development, is focused on the scientific justification for the preservation of the environment and human health, as the most important categories in the value system of society. The elective course is also aimed at generalizing and deepening knowledge, and at preparing students for the successful passing of the Unified State Exam.

The course program contains a variety of tasks, tests and questions, the implementation of which will contribute to a more complete assimilation of the material and will help with self-control of the acquired knowledge.

Much attention is paid to laboratory work, which allows not only to demonstrate important practical skills, but also to develop the independence of students, their cognitive activity.

Course Objectives:

Teach the basic concepts of the course of botany and zoology;

To consolidate the acquired theoretical knowledge during practical classes;

To teach to analyze and use biological information, to use biological terminology and symbols.

Course objectives:

Educational: having ensured the consolidation of basic biological concepts, continue the formation of special biological skills and abilities to observe, set experiments and general educational skills (work with a textbook, notebook, dictionary); assimilation by students of laws, theories, scientific ideas, facts;

Developing: development of students' analytical and synthesizing thinking; skills of educational work and independent work; interest in the subject; to form the ability to highlight the main thing in the material being studied, to compare the processes of life, to analyze the results of experiments, to review the answers of comrades, to cultivate a culture of work;

Educational: beliefs about the possibility of knowing the patterns of wildlife, the need for careful attitude to it, adherence to the development of environmental culture skills.

Requirements for the level of training of students.

Students should know:

* features of the structure and lifestyle of animals;

* recognition of plants of different departments, distribution of plants of their area;

* the most important biological concepts of this course;

* the essence of biological processes and phenomena;

* modern biological terminology and symbols.

Students should be able to:

* explain the relationship of organisms and the environment;

* solve problems of varying complexity in biology;

* carry out an independent search for biological information in various sources and apply it in their own research;

* competent registration of the results of biological research.

Expected results:

- this course "Diversity of the organic world" is able to significantly improve the quality of education and ensure the formation and development of skills and abilities;

Particularly important priorities of the course "Diversity of the Organic World" are the ability to work independently with biological tables and literature, tests;

The course helps to consolidate the acquired knowledge of biology in grades 6-8.

When conducting classes, it is planned to use lectures with a demonstration of experiments, visual aids, diagrams and tables, conversations with students, including laboratory experiments, seminars, listening to students' reports, defending abstracts.

Topic number 1. Introduction. Viruses, features of their structure and activity.

Prokaryotes (2 hours)

Topic number 2.

Topic #3 . Pathogenic bacteria and their control.

Nuclear organisms (15 hours)

Mushroom Kingdom (2 hours)

Topic #4 . General characteristics of mushrooms. Structure, nutrition, reproduction.

Systematics of lower and higher plants (13 hours)

Theme #6 . General characteristics of algae. The value of algae in nature.

Theme #7 . Lichens. Structure and reproduction of cuckoo flax. Sphagnum. Peat formation.

Theme #8 . Ferns figurative: ferns, horsetails and club mosses. structure and reproduction.

Topic #10 . Pine development cycle.

Topic #11 . Angiosperms. The plant is an integral organism.

Topic number 12. Variety of wild and cultivated flowering plants and classification.

Topic number 13. Meaning of international plant names.

Topic number 14. The main families of the class. Dicotyledonous.

Topic number 15. Perennial plants.

Topic number 16.

Topic number 17.

Topic number 18. Plant and environment.

Animal Kingdom (15 hours)

Topic number 19. Unicellular. General characteristics.

Topic number 20. Multicellular type intestinal.

Topic number 21. Type. Flatworms.

Topic number 22.

Topic number 23.

Topic number 24. The lancelet is the lowest chordate animal.

Topic number 25. Superclass. Fish.

Topic #26 . Animal class. Frog.

Topic number 27. Reptile class. Regeneration.

Topic number 28. Birds. Behavior, reproduction and development.

Topic number 29. Mammal class.

Topic number 30.

Topic number 31. Musculoskeletal system and human muscles.

Topic number 32. Internal environment. Blood.

Topic number 33. Respiration, metabolism. Excretion, nervous system.

Final lesson (1 hour)

Theme #34

Calendar-thematic planning

p/p	Lesson topic	the date of the		Note
		Plan	Fact
	Non-cellular life form (1 hour)
1(1)	Viruses, features of their structure and activity.	4.09
	Prokaryotes (2 hours)
1(2)	bacteria. The structure and activity of bacteria. Distribution and varieties.	11.09
2(3)	Pathogenic bacteria and the fight against it	18.09
	nuclear organisms Mushroom Kingdom (2 hours)
1 (4)	General characteristics of mushrooms. Structure. Nutrition. Reproduction.	25.09
2(5)	Edible, poisonous mushrooms. 2.10
	Systematics of lower and higher plants (13 hours)
1 (6)	General characteristics of algae. The value of algae in nature.	9.10
2 (7)	Lichens. The structure and reproduction of cuckoo flax. Sphagnum. Peat formation.	16.10
3 (8)	Ferns: ferns, horsetails and club mosses. structure and reproduction.	23.10
4 (9)		30.10
5(10)	Pine development cycle	13.11
6(11)	Angiosperms. The plant is an integral organism.	20.11
7(12)	Diversity of wild and cultivated flowering plants and their classification	27.11
8(13)	Meaning of international plant names	4.12
9 (14)	The main families of the class. Dicotyledonous	11.12
10(15)	monocot plants.	18.12
11(16)	The main vital functions of the plant organism.	25.12
12(17)	The relationship of plants with the environment.	15.01
13(18)	Plant and environment.	22.01
	Animal Kingdom (15h)
1(19)	Unicellular. general characteristics.	29.01
2(20)	Multicellular, intestinal type.	5.02
3(21)	Type. Flatworms.	12.02
4(22)	Type. Round and ringed worms.	19.02
5(23)	Type. Mollusks and arthropods.	26.02
6(24)	The lancelet is the lowest chordate	5.03
7(25)	Superclass. Fish.	12.03
8(26)	Amphibian class. Frog	19.03
9(27)	Class Reptiles. Regeneration	2.04
10(28)	Birds. Behavior. Reproduction and development.	9.04
11(29)	Class Mammals	16.04
12(30)	General overview of the human body. Organs and systems.	23.04
13(31)	Musculoskeletal system and human muscles.	30.04
14(32)	Internal environment. Blood.	7.05
15(33)	Respiration, metabolism, excretion, nervous system.	14.05
16(34)	Fulfillment of tasks encountered in the exam.	21.05

Literature for the teacher

1. Anastasova L.P. "Independent work of students in general biology" Moscow "Prosveshchenie", 1999.
2. Biology in tables and diagrams. St. Petersburg, Victoria Plus LLC 2008.
3. Kamensky A.K., Sokolova N.A., Valovaya M.A. "Fundamentals of Biology". Publishing house "Exam", 2007
4. Kozlova T.A., Kuchmenko V.S. Biology in tables 6-11 grades "Moscow" Bustard ", 2008.
5. Tests. Biology, Moscow, Federal Testing Center, 2005.
6. Chaika T.I. “Biology grade 10. Lesson plans for the textbook Zakharov V.B "Volgograd, Publishing House" Teacher ", 2007.
7. Shalapenok E., Kamlyuk L., Lisov N. “Tutor. Biology tests, Moscow, Airispres, 2006.

8. Digital CD "Biology tutor grades 10-11" LLC "Akella" www akella com.

Literature for students

1. Belyaev. D.K. Dymshits G.M. "Gomumi Biology" Kazan Magarif, 2004.
2. Belyaev. E. D.K, Ruvinsky A.O. "Gomumi Biology" "Kazan" Magarif", 1997.
3. "Biology step by step" Moscow "Open World", 1995.
4. Mishina N.V. "Assignments for independent work in general biology grade 10" Moscow "Prosveshchenie", 1988.

Explanatory note.

The proposed course is aimed at consolidating, expanding and deepening the knowledge of the material studied in the course of grades 6–8, developing a sustainable interest in biology, expanding horizons, and raising the general cultural level of students. The program is based on the requirements of the basic curriculum and is an addition to it, designed for 35 hours per year (an hour per week). This course provides for the study of the most important and complex issues of the biology program. It is designed for students of both the basic and senior stages of education and can assist in choosing a further profile of education. The main attention in the course is paid to the study of questions of the course of botany, since the material on this section is studied in an incomplete volume, due to the reduction of hours - 1 hour per week. In the course of training, students extract the necessary material from educational books and additional literature and use the knowledge gained to draw up generalizing schemes, tables, drawings, and creative works. In the process of studying the course provides for the implementation of practical work. Consolidation of the studied material goes through the compiled diagrams, figures and tables. For all the informativeness of these classes, they do not require sophisticated equipment and can be useful in organizing research work.

The place of the course in the system of profile training.

The elective course "Basic Issues of Biological Science" is intended for both pre-profile (9th grade) and profile training of 10th grade students. This course examines the most important issues of biological science in the school curriculum much broader and deeper. This makes it possible for 9th grade students to better prepare for the state final certification and decide on the choice of a profile in the 10th grade, and for 11th grade students to prepare for the Unified State Examination in this subject and have a knowledge base when studying at a university. The class is scheduled to take place once a week. The course is designed for 35 teaching hours. If necessary, the total number can be increased.

Purpose of the course: Formation, generalization and expansion of knowledge in the course of biology, development of a holistic view of living organisms and their place in the biosphere.

Course objectives:

1. Expansion and deepening of knowledge on some issues of the biology course.
2. Providing conditions for finding the necessary material on the topic under study.
3. Formation of skills for selecting the necessary material and drawing up diagrams, tables and drawings.
4. Development of research skills and the ability to present research results.
5. Development of communicative activity of students.
6. Promoting vocational guidance for students.

Basic requirements for knowledge and skills.

Students should know:

* the structure of cells of bacteria, fungi, plants and animals;
* features of plant and animal tissues;
* the main ways of feeding organisms;
* the mechanism of the process of photosynthesis and its role;
* the structure of the root and the mechanism of absorption of water and minerals;
* the mechanism of movement of nutrients through the body;
* flower structure and features of double fertilization;
* the main evolutionary changes in plants and animals and their causes;
* metabolism and its role.

Students should be able to:

*explain the cause of evolutionary changes;
* be able to compare the structure of organisms, cells and establish similarities and differences;
* work with additional literature and the Internet and select the necessary material;
* prepare a micropreparation and work with a microscope;
* conduct observations and experiments, draw conclusions based on the results obtained.

Methodological and technical support of the course:

*tables, figures, diagrams, photographic materials, video materials;
* computer support;
*materials and equipment for laboratory and practical work;
* educational and methodical and educational visual aids.

Methods of organizing training:

* verbal;
* visual;
* Practical activities;
* informative;
* research.

Forms of organization of training:

*lecture and seminar form of classes;
* independent work with additional literature;
* conducting laboratory work;
* work in small and large groups;
* preparation of reports, presentations4
* protection of creative works.

Introduction (1 hour).

Biology is the science of living organisms. Kingdoms of the organic world and their diversity. The role of organisms in nature. The main directions of application of biological knowledge.

Laboratory works.

No. 1 "Introduction to the diversity of the organic world."

Cell and tissues of organisms (8 hours).

The cell is the basic structural unit of the body. The structure of a plant cell, its organelles. The structure and role of organelles. Features of cells of fungi, bacteria and animals. The concept of tissues and their origin and development. A variety of tissues of plants and animals, their features and significance for the body. Cell viability. Growth, development and division of cells. Ways of cell division. Respiration and nutrition of cells. Metabolism.

Laboratory works:

No. 2 Consideration of bacterial cells, onion peel, elodea, cells of the human oral mucosa.
No. 3 Examining the cells of the fly agaric fungus.
No. 4 Acquaintance with the tissues of the plant organism
No. 5 Acquaintance with the tissues of the animal body
№ 6 Mitosis of onion root cells
№ 7 Plasmolysis and deplasmolysis of onion skin cells

Wildlife Kingdoms (3 hours)

The concept of the systematics of plants and animals. The main kingdoms of the organic world and their features. General characteristics of bacteria, fungi, plants and animals and features of their structure

Ways of nutrition of organisms (4 hours).

Exchange of substances and energy with the environment. Plastic and energy metabolism. The main methods of nutrition of organisms. autotrophic nutrition. The structure of leaf cells and chloroplasts. Mechanism of the process of photosynthesis. Light and dark phases of photosynthesis. Chemosynthesis. Heterotrophic nutrition of organisms.

Laboratory works.

No. 8 Examining the cells of the pulp of the leaf.

Root and its role (2 hours).

The structure of the root and its role. Types of root systems. Root hairs and their role in the absorption of minerals and water. Osmotic properties of root cells. The role of root pressure.

Laboratory works.

№ 8 Study of the external structure of the root of germinated seeds of beans and wheat.

The stem and its role (2 hours).

The role of the stem The structure of the stem of monocots and dicots. Ascending and descending current. Vessels and sieve tubes. Movement of nutrients along the stem.

Laboratory works.

No. 9 Cross section of a woody stem.

No. 10 Movement of water and minerals along the stem.

The structure of the flower and its role (5 hours).

A flower is a generative organ. Flower structure. The structure of the main organs of the flower. Features of gynoeciums. Zygomorphic and actinomorphic flowers. Inflorescences, types of inflorescences. Pollination of plants and types of pollination. Double fertilization in plants and fruit development.

Laboratory works.

No. 11 Studying the structure of a flower from models and living specimens.

№ 12 Types of inflorescences and their features.

Variety of flowering plants (5 hours).

Features of monocots and dicots. The main families and their features. family representatives.

Laboratory works.

No. 13 Identification of plants by identification cards.

Evolutionary changes in the development of the plant world (3 hours).

evolutionary process. The main reasons for the complication of the structure of plants in the process of evolution in lower and higher plants. The main aromorphoses of algae, mosses, ferns, horsetails, club mosses, gymnosperms and flowering plants.

Protection of creative works (2 lessons).

Educational and thematic planning (35 hours).

Title of topic and lesson	Number of hours	Laboratory works	Control works, final works
Introduction Lesson number 1. The diversity of the organic world. The role of living organisms. Cells and tissues of organisms Lesson number 2. A cell is the basic structural unit of an organism. The structure of a plant cell. Lesson number 3. Features of the structure of organelles and their role. Lesson number 4. Features of cells of fungi, bacteria and animals. Lesson number 5. Fabrics. Features of plant tissues and their role. Lesson number 6. Features of the tissues of the animal body and their role. Lesson number 7. The main processes of the life of the cell. Ways of cell division. Lesson number 8. The mechanism of metabolism. Lesson number 9. Generalizing lesson. The kingdoms of wildlife Lesson number 10. Systematics of plants and animals. Lesson number 11. The main kingdoms of the organic world. Features of bacteria and fungi. (seminar) Lesson number 12. Features of plants and animals. (seminar) Ways of feeding organisms Lesson number 13. Exchange of substances and energy with the environment. Plastic and energy metabolism. Lesson number 14 Autotrophic way of nutrition. The structure of leaf cells and chloroplasts. Lesson number 15. The mechanism of the process of photosynthesis and chemosynthesis. Lesson number 16 Root and its role Lesson number 17. The structure of the root and its role. Lesson number 18. Types of root systems. The mechanism of absorption of minerals and water. The stem and its role Lesson number 19. The role of the stem. The structure of the stem of monocots and dicots of woody plants. Lesson #20 The structure of the flower and its role Lesson number 21. The structure of a flower. Lesson number 22. Features of the gynoecium. Lesson number 23. Inflorescences, types of inflorescences. Lesson number 24. Types of pollination. Lesson number 25. Double fertilization in flowering plants. Variety of flowering plants Lesson number 26. Features of monocots and dicots. Lesson number 27. Features of plants of the family of cereals and lilies. Lesson number 28 Lesson number 29 Lesson number 30 Evolutionary changes in the development of the plant world Lesson number 31. Evolutionary process. The main reasons for the complication in the structure of plants. Lesson number 32 Lesson number 33 Protection of creative works	1 hour	l / r No. 2. Acquaintance with the diversity of organisms. l / r No. 2. Examination of bacterial cells, onion skins, elodea, mucous membrane cells. l / r No. 3. Examination of the fly agaric mushroom l / r No. 4 Acquaintance with the tissues of a plant organism l / r No. 5 Acquaintance with the tissues of the animal body l/r No. 6 Mitosis of onion root cells l/r No. 7 Plasmolysis and deplasmolysis of onion skin cells l / r No. 8 Cells of the pulp of the leaf l / r No. 9 Cross section of a woody stem l / r No. 10 Movement of minerals and water along the stem l / r No. 11 Study of the structure of a flower according to models and living specimens l / r No. 12 Types of inflorescences and their features	Test "Cell Organoids"

“SELECTED CHAPTERS OF GENERAL BIOLOGY”
(34 hours)

EXPLANATORY NOTE.

The proposed course is intended for students of specialized classes (grades 10–11) of secondary schools with a chemical and biological profile. This course complements the content of the profile course of general biology in the profile class, and is based on the knowledge gained in the study of biological and chemical disciplines in secondary school classes according to special and general educational programs.

Course objectives:

 - expansion and deepening of theoretical knowledge of biology at the molecular-genetic and cellular levels of life organization, which are the basis for the functioning of living systems, the establishment of a morphofunctional relationship between cell structures and their functions; identification of the unity of the organization of the cell and its vital activity;
 - deepening and concretization of knowledge of structural biochemistry as the basis for understanding the intracellular flows of matter, energy and information;
 - development of analytical abilities and research skills of students,
 - development of the ability to carry out information search and the ability to apply the acquired knowledge in practice;
 - formation of a holistic scientific picture of the world and the concept of biology as an actively developing science among students.

The structure of the course consists of four logically interconnected chapters. The content of the chapters corresponds to the current state of general biological sciences, and touches on some of the most important issues for the formation of a biological worldview.
The sequential deployment of the course material provides a link between previously acquired and newly acquired knowledge, and also allows you to establish close interdisciplinary links with disciplines such as chemistry and physics.
The study of the course begins with an acquaintance with the concept of life as a special natural phenomenon, which is especially important for the formation of a scientific picture of the world. Deep acquaintance with the system of the organic world and the history of taxonomy gives an idea of ​​the phylogenetic relationships of all living forms of life. In addition, the time allotted for studying the content of the first chapter is necessary so that students have the opportunity to prepare for the perception of the next chapter, the study of which requires theoretical knowledge of organic chemistry.
The central place in the course is occupied by chapter II "The cell is the elementary unit of the living". Traditionally, acquaintance with a cell begins with the study of its chemical composition. The novelty lies in the depth of information presentation, an important place is given to the study of the structure of organic molecules, the relationship of structure and properties, as well as the relationship of the structure with the biological role of proteins, fats, carbohydrates and nucleic acids.
The importance of studying the topic of enzymes as biological catalysts should be pointed out. When studying this topic, special attention should be paid to the laboratory workshop, to understand the functioning of enzymes, and to reinforce theoretical knowledge with practical ones.
When studying cell organization, it is important to pay attention to identifying the morphofunctional relationship between cell structures and their functions, as well as intracellular connections between structures, since this is important for studying the next chapter.
The novelty in the study of cellular metabolism and its function is represented by an acquaintance with the chemistry of the most important processes of biosynthesis, respiration, and the processes of realization of hereditary information. A detailed study of the organization of genetic material in cells and types of cell division is necessary as the basis for studying individual sections: "Genetics" and "Evolution" in grade 11.
To increase the level of motivation for learning, as well as to acquire practical skills, the program provides for the implementation of a number of laboratory work, which are carried out after detailed instruction and familiarization of students with the established safety rules. It should be noted that some of the laboratory work provided for by the program requires special equipment available in the chemical laboratory.
This course provides for work with additional literature, lectures, seminars and discussions, as well as project activities. Project activities play an important role, since it is this activity that increases the interest of students in mastering new knowledge, allows them to develop communication skills,
A phased implementation of knowledge control by various methods and in various forms is envisaged: test papers, abstracts defense, summarizing seminars, preparation of oral reports, production of models and visual aids, and others. The results of the laboratory work are presented in the form of reports with drawings, diagrams, tables, graphs and conclusions.
The final conference on the topic: "Manifestation of the unity of the organization of the cell and its vital activity" can become a form of summing up.
Expected results.
As the main educational effect, an increase in cognitive interest and the disclosure of creative potential, as well as the socialization of students, their integration into the specialized educational field is expected.
The effectiveness of the implementation of the elective course is diagnosed at all stages by the following methods: monitoring the level of motivation, the pace of development of analytical abilities and research skills and the process of forming a general scientific and biological picture of the world among students, as well as comparing data obtained during observations; selective survey of parents of students about the attitude of students to this course, analysis of the success of graduates in the universities of biological and medical profile.

EDUCATIONAL AND THEMATIC PLANNING

CONTENT OF THE STUDYED COURSE.

Total number of hours - 34 hours

Chapter I. Life as a special natural phenomenon (5 hours).
Topic 1. General characteristics of life (2 hours).
Introduction: goals and objectives of the course, a brief description of the content and practical activities, feedback forms.
The concept of life: vitalistic, mechanistic, metabolic, organizational, informational and evolutionary interpretations. Life properties. Hierarchical system. levels of organization of life. The concept of an elementary unit and an elementary phenomenon of levels of life organization. Manifestation of the main properties of life at different levels of its organization.
Methodological support: demonstrations of schemes reflecting the multi-level organization of the living; portraits or images of scientists (Aristotle, Mr. Treviranus, A. Lavoisier, I.P. Pavlov, F. Engels, A.I. Oparin, V.I. Vernadsky, etc.).
Discussion session "The world of the most complex - life?"
Seminar with elements of research activity "Manifestation of the main properties of life at different levels of its organization".

Topic 2. Wildlife system (1 hour).
Systematics, its tasks, sections: taxonomy, nomenclature. Modern principles of classification. The main taxonomic units used in the system of plants and animals. A brief history of the development of systematic views on living nature. Modern trends in the development of systematics: cladistic systematics, numerical systematics, karyosystematics, chemosystematics, genosystematics.
Methodological support: demonstration of the scheme of wildlife by Aristotle, K., Linnaeus. Ch. Bonet, J.-B. Lamarck, A.L. Takhtajyan, portraits of scientists.

Preparation of oral reports: "A brief history of the development of systematic views on living nature", "Modern trends in the development of systematics: cladistic systematics, numerical systematics, karyosystematics, chemosystematics, genosystematics"

Topic 3. Modern macrosystematics (2 hours).
Examples of systems of living organisms A.L. Takhtadzhyan and L. Margelis. The concept of empires. The systematic position of viruses. Prokaryotes and eukaryotes, the fundamental differences between their organization. The concept of the kingdoms of organisms of the cellular structure.
Methodological support: handouts: natural objects, herbarium, indoor plants, stuffed animals and models of animals and mushrooms, photographs and tables of organisms.
Demonstration of schemes reflecting the phylogenetic relationships of the main groups of living organisms; diagrams and tables characterizing the structure, species diversity and distribution of living organisms in the biosphere.
Practical work. "Compilation of characteristics of the kingdoms of wildlife, the production of summary tables by kingdoms"
Excursion to the zoological museum or botanical garden.

Chapter II. The cell is the elementary unit of the living (15 hours).

Topic 4. Chemical components of the cell (5 hours)
Elements contained in living cells. Water, structure and properties. The biological significance of water. The value of inorganic salts in the cell.
organic matter in the cell.
Carbohydrates, structure properties, and biological role. Monosaccharides: aldoses and ketoses; optical isomerism. Disaccharides. Polysaccharides: starch, glycogen, cellulose, callose, inulin. Compounds close to polysaccharides: chitin, glycoproteins and glycolipids.
Lipids, structure properties, and biological role. Waxes, phospholipids, steroids and terpenes, lipoproteins and glycolipids.
Squirrels. Structure and classification of amino acids. properties of amino acids. The bonds of amino acids in protein molecules: peptide, ionic, disulfide, hydrogen. Formation of simple peptides. Levels of organization of a protein molecule: primary, secondary, tertiary and quaternary structure. The concept of α-helix and β-structure (folded layer). Classification of proteins according to composition, structure and functions. Physico-chemical properties of proteins. Denaturation and renaturation. Complex proteins and their biological significance.
Nucleic acids. DNA structure of Watson and Crick. Functions of DNA. The structure and functions of RNA of different types. ATP.
Methodological support: reagents and equipment for laboratory work, demonstration of tables, "Content of chemical elements in a living cell", "Content of chemical elements in the human body", "D.I. Mendeleev”, “Content of chemical elements in the earth's crust”, demonstration of three-dimensional models of organic molecules; didactic cards with individual tasks.
Laboratory work: "Detection of proteins, carbohydrates and lipids in biological objects"
"Isolation of deoxynucleoprotein from liver tissue. Qualitative reaction for DNA"
"Determination of the dynamics of water absorption by the lichen thallus".

Topic 5. Enzymes - biological catalysts (4 hours).
Catalysis and energy. The structure and properties of enzymes. Active center. Mechanism of action of enzymes: Fisher's hypothesis, Koshland's hypothesis. enzyme cofactors. The rate of enzymatic reactions and its dependence on conditions: enzyme concentration, substrate concentration, temperature, pH. Enzyme inhibition: reversible and irreversible. Classification of enzymes. Importance of enzymes and enzymology in biology and medicine.
Methodological support: reagents and equipment for laboratory work, demonstration of schemes illustrating various hypotheses of the active center, classification of enzymes, enzyme inhibition, graphs of the dependence of the rate of enzymatic reactions and enzyme activity on various factors.
Laboratory work: "Hydrolysis of starch under the action of saliva amylase"; "Decomposition of urea in the presence of soy urease"; "Distribution of catalase in soaked pea seeds and the effect of temperature on the activity of this enzyme"; "Dependence of enzyme activity on pH, on the example of salivary amylase".
Generalizing seminar: “The language of modern biology is the language of enzymes”.

Topic 6. Types of cellular organization (6 hours).
Prokaryotic, eukaryotic plant and animal cells according to electron microscopy. Surface cell apparatus and cytoskeleton: plasma membrane, cytoskeleton, supramembrane structures. Connection of the structure of the surface apparatus with the functions performed: reception, transport, cell contacts.
Colloidal system of protoplasm. Membrane organization of cell organelles. The principle of compartmentalization.
The metabolic apparatus of the cytoplasm, the relationship of ultrastructure and function: EPS, mitochondria, plastids, ribosomes, Golgi apparatus, lysosomes. Interaction of membrane structures in the cell.
Nuclear apparatus: nuclear membrane, pore complexes and a dense plate (lamina), karyoplasm, chromatin. Structural organization of chromatin: nucleosomal filament, chromatin fibril, interphase chromonema, metaphase chromosome. Features of the spatial organization of genetic material in a prokaryotic cell.
Methodological support: reagents and equipment for laboratory and practical work, demonstrations: electron micrographs; tables, illustrations, diagrams and photographs of various types of cells; movie "The Cell".
Practical work "Recognition of cellular structures of plant and animal cells on electron micrographs"
Laboratory work: "Influence of temperature on the permeability of cell membranes for betacyanins",
"Observation of the movement of the cytoplasm in a plant cell",
"Studying Morphology and Chromosome Counts on Transient Preparations from Broad Bean Roots".
Project activity "Creation of models: prokaryotic, eukaryotic plant, animal or fungal cell"; creation of a dynamic model "Interaction of cell membrane structures".

Chapter III. Cellular metabolism and its functions (10 hours).

Topic 7. Intracellular flow of matter and energy (5 hours).
Photosynthesis. General scheme of the process, summary equation. Photosynthetic pigments: chlorophylls, carotenoids, phycobilins - structure, spectra, absorption value. The concept of photosystems. Biochemistry of photosynthesis. Light phase: cyclic and non-cyclic photophosphorylation, photolysis of water. dark phase. Calvin cycle.
The value of photosynthesis in the biosphere.
Chemosynthesis and its importance in the biosphere.
biological oxidation. General characteristics of anaerobic and aerobic respiration. Carbohydrates, proteins and lipids as a respiratory substrate.
Oxygen-free stage of respiration - glycolysis: localization in the cell, chemistry, end products, energy yield, significance. The use of various types of fermentation in industry and human life.
Oxygen stage of respiration: formation of acetyl-coenzyme A. Importance of acetyl-CoA in metabolism. Krebs cycle: localization in the cell, chemistry, end products, meaning. Respiratory chain and oxidative phosphorylation. Synthesis of ATP on the mitochondrial membrane. The total energy effect of the aerobic stage.
Methodological support: reagents and equipment for laboratory work, demonstration of the structure of chlorophyll and other pigments, absorption spectrum of various types of chlorophyll, schemes for the transformation of substances in the cell and in the biosphere, schemes for the interaction of proteins, fats and carbohydrates in the human body.
Laboratory work: "Isolation of plant pigments and their study";
"Revealing the products of photosynthesis and studying the conditions necessary for their formation";
"Qualitative reactions to some respiratory enzymes in a potato tuber"
Project activity creation of a dynamic model "The flow of matter and energy in a eukaryotic cell".

Topic 8. Intracellular information flow (4 hours).
DNA replication. principles of replication. Replication fork. replication enzymes. Stages of DNA biosynthesis. DNA repair.
Synthesis of mRNA on a DNA template. Genetic code. Transcription. transcription apparatus. transcription steps. eukaryotic mRNA processing.
Broadcast. Protein synthesizing system. transport RNA. Ribosomes. AC activation. Stages of protein biosynthesis. Post-translational transformations of proteins.
Methodological support: reagents and equipment for laboratory work, demonstration of the presentation "Protein Biosynthesis".
Laboratory work: "Giant chromosomes in the salivary glands of the larvae of the Chironomus mosquito (bloodworm)".
Project activity: creation of a dynamic model "Information flow in a eukaryotic cell"

Chapter IV. Patterns of cell existence in time (3 hours).
Topic 9. Methods of cell division (3 hours).
The life cycle of a cell. Interphase, its periods and significance. Mitosis. Centrioles and spindle formation. Phases of mitosis: prophase, metaphase, anaphase, telophase. Cytokinesis. Mitosis in plant and animal cells. The significance of mitosis: genetic stability, growth (hyperplasia), asexual reproduction, cell regeneration and replacement under physiological and pathological conditions. Features of prokaryotic cell division.
Meiosis. The significance of meiosis for the process of sexual reproduction and genetic variability. Phases of meiosis: prophase I (leptotene, zygotene, pachytene, diplotene and diakinesis), metaphase I, anaphase I, telophase I, interkinesis, prophase II, metaphase II, anaphase II, telophase II. Similarities and differences between mitosis and meiosis.
Methodological support: reagents and equipment for laboratory work, demonstration of figures of mitotic cell division in an onion root and diagrams; patterns of tissue regeneration in plants and animals; schemes of development of normal and tumor cells; schemes of meiotic division, tables "Similarities and differences between mitosis and meiosis".
Laboratory work: "Mitosis in onion root cells",
"A Study of Meiosis in the Anthers of Flowering Plants".

Final conference (2 hours): "Manifestation of the unity of the organization of the cell and its vital activity".
Methodological support. Sample speech topics:
1) "The role of biological membranes in the metabolic processes of the cell"
2) “The significance of cellular respiration. The relationship of the structure of mitochondria with the processes of cellular respiration "
3) “The relationship of photosynthesis with certain cellular structures. The role of photosynthesis for all living things
4) “The flow of information. The role of the core. The value of DNA in the storage and implementation of genetic information”
5) “The flow of information. The role of ribosomes in the implementation of hereditary information"
6) "Homeostasis is a prerequisite for the existence of open biological systems"
7) "Integrity and discreteness of systems of living nature, on the example of a eukaryotic cell"

INFORMATION SUPPORT OF THE PROGRAM

Bibliography:
Main:
1. Berezov T.T., Korovin B.F. Biological chemistry. - M.: Medicine, 1990.
2. Biology. In 2 books. Book 1: Textbook / V.N. Yarygina, V.I. Vasilyeva, N.I. Volkov, V.V. Sinelshchikov; Under. ed. V.N. Yarygin. - M.: Higher. school, 1999.
3. Green N., Stout W., Taylor D. Biology: In 3 vols. T 1 and 2 .: Per. from English / Ed. R. Sopera. - M.: Mir, 1990.
4. Pugovkin A. Workshop on General Biology: A guide for students 10-11 cells. general education institutions. - M. Education, 2002.

Additional:
1. Atabekova A.I., Ustinova E.I. plant cytology. - M.: Agropromizdat, 1987 (textbook for students of higher educational institutions)
2. Berezin I.V., Yatsimirsky A.K. Biotechnology and its prospects. Moscow: Knowledge, 1986.
3. Bukrinskaya A.G. Zhdanov V.M. Virus stories. - M.: Knowledge, 1986.
4. Galaktionov K.V. The modern diversity of the living and the ways of its formation. ― St. Petersburg: SPbGUPM, 2002.
5. Grobstein K. Strategy of life, ed. A.A. Neifakh, Moscow: Mir, 1968.
6. De Duve K. Journey into the world of a living cell. - M.: Knowledge, 1987.
7. Zavarzin A.A., Kharazova A.D., Molitvin M.N. Cell Biology: General Cytology: Textbook. ―SPb.: Publishing House of St. Petersburg University, 1992.
8. Zakharov V.B. General biology: tests, questions, assignments. ―M.: Enlightenment, 2003.
9. Ivanova T. V. Collection of tasks in general biology. - M.: Enlightenment, 2002.
10. Koblyakov V.A. Biochemistry of the tumor cell. - M.: Knowledge, 1989.
11. Course of zoology / B.A. Kuznetsov, A.Z. Chernov, L.N. Kapitonov. ― 4th edition, revised. and additional - M.: Agropromizdat, 1989.
12. Small workshop on plant physiology: Proc. allowance. ― / Ed. A.T. Mokronosov. - M.: Publishing House of Moscow State University, 1994.
13. Mamontov S.G. Biology. For high school students and university students: Textbook. ― M.: Bustard, 2004
14. Mamontov S.G. etc. Fundamentals of biology. Course for self-education / S.G. Mamontov, B.V. Zakharov, T.A., Kozlova. - M.: Enlightenment, 1992.
15. Molecular biology of the cell. In 3 vols. T 1, 2 / B. Alberts, D. Bray, J. Lewis et al. - M .: Mir, 1990.
16. Petrosova R.A. and others. Didactic material in general biology, ed. A.I. Nikishov. - M. "RAUB - Citadel". Mn.: OOO "Belfarpost", 1997.
17. Pekhov A.P.. Biology and general genetics: Textbook. - I. Publishing House of RUDN University, 1994.
18. Biology manual for applicants to universities / N.A. Lemeza, M.S. Morozik, E.I. Mo-rozov and others; Ed. ON THE. Lemezy. - Minsk: Universitetskoe, 1993.
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ANNOTATION

The proposed course is intended for students of specialized classes (grades 10–11) of secondary schools with a chemical and biological profile. This course complements the content of the general biology course in the profile class.
The main goal of the course is to create conditions for the specialized training of senior students of the chemical and biological profile, the development of their creative potential, and preparation for entering universities of this profile. The program allows students to realize their needs and find out the correct choice of specialization.
The leading place in the content of the course is given to a deeper study of the fundamentals of biological chemistry, molecular genetic and cellular levels of life organization. Thus, the course type can be defined as interdisciplinary.
The structure of the course consists of four logically interconnected chapters. The content of the chapters corresponds to the current state of general biological sciences, and touches on some of the most important issues of biology, which allows not only to expand and deepen the basic knowledge of students, but also contributes to the formation of a biological worldview.
As part of the creation of specialized training, much attention is paid to the independent and practical activities of students. It is important not only to know a lot, but also to be able to apply your knowledge in practice. Extensive laboratory practice (16 labs and several practical exercises) allows students to acquire the skills to work in a laboratory with real research equipment. The content of the planned work lies far beyond the scope of the school curriculum and is very interesting. It should be noted that laboratory work is carried out only after detailed instruction and familiarization of students with the established safety rules.
This course provides for work with additional literature and other sources of information, lectures, seminars and discussions, as well as project activities. An important role is assigned to project and search activities, since it is these types of activities that increase students' interest in mastering new knowledge and allow them to develop communication skills.
Knowledge control is not the ultimate goal of this course, but is an integral part of it. A phased implementation of knowledge control by various methods is envisaged, taking into account the individual needs and characteristics of students: test work, defense of abstracts, preparation of oral reports, making models and visual aids, and others. The results of the laboratory work are presented in the form of reports with drawings, diagrams, tables, graphs and conclusions.
Thus, as the end result of training, we hope to educate a literate, enthusiastic, thinking modern graduate, tuned in to gain new knowledge, mastering the methods of scientific research, prepared to continue education in the chosen profile.