Conclusion in biology laboratory work. How to do a biology lab. The structure of the integumentary and synthesizing tissue of plants

Practical and laboratory work is carried out in biology according to calendar and thematic planning, in accordance with the requirements curriculum in biology.

The teacher informs students in advance about the schedule for completing these works.

A grade for laboratory work is assigned to each student who was present in the lesson when this work was carried out.

Practical and laboratory work can be carried out individually or for a pair or group of students.

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Municipal budgetary educational institution

"Torbeevskaya average comprehensive school No. 1"

Performance:

“Exchange of experience in assessing laboratory work of students in biology”

Prepared by: biology teacher Mishina E.A.

RP Torbeevo 2014

Practical and laboratory work is carried out in biology according to calendar and thematic planning, in accordance with the requirements of the biology curriculum.

The teacher informs students in advance about the schedule for completing these works.

A grade for laboratory work is assigned to each student who was present in the lesson when this work was carried out.

Practical and laboratory work can be carried out individually or for a pair or group of students.

Preparation of performance reportslaboratory work is carried out in a biology workbook.
3-4 cells are retreated from the previous work and the date of completion is recorded. In the middle of the next line write down the number of the laboratory work.Next, each time, on a new line, write down the topic and purpose of the work, and list the equipment used. After the line “work progress,” the work is briefly described step by step.
If a question is asked during the work, the answer is written down; if it is necessary to draw up a drawing or fill out a table, then the drawing is drawn or the table is filled out accordingly.
Drawings must have the sizeno less than 6x6 cm.It is not necessary to draw everything that is visible through the microscope; it is enough to sketch a small fragment. All drawings must be labeled components. Otherwise the score is reduced.
The drawings should be located on the left side of the notebook sheet, the captions to the drawings should be at the bottom.
The tables are filled out clearly and accurately. The table should occupy the entire width of the notebook page.
Schemes must be large and clear, executed with a simple pencil(use of colored pencils is allowed), contain only the main, most characteristics, details.
Answers to questions must be reasoned and stated in your own words; “yes” or “no” answers will not be accepted.

At the end of each laboratory workmust be recorded conclusion based on the results of the work performed (the conclusion is formulated based on the purpose of the work).

Laboratory work without a conclusion may not be graded.

When assessing the effectiveness of practical and laboratory work, the teacher uses the following criteria:

the student’s ability to apply theoretical knowledge when performing work;
ability to use equipment, instruments, independence in performing tasks;
pace and rhythm of work, clarity and consistency in completing tasks;
achieving the required results;
formulating a conclusion about the results of the study and recording the results of the work.

1) correctly identified the purpose of the experiment;

2) completed the work in full in compliance with the required sequence of experiments and measurements;

3) independently and rationally selected and prepared for the experiment necessary equipment, all experiments were carried out under conditions and modes that ensure obtaining results and conclusions with the greatest accuracy;

4) scientifically competently, logically described observations and formulated conclusions from experience. In the submitted report, correctly and accurately completed all entries, tables, figures, drawings, graphs, calculations and drew conclusions;

5) correctly performed error analysis (grades 9-11).

6) demonstrates organizational and labor skills (keeps the workplace clean and the table tidy, uses consumables sparingly).

7) the experiment is carried out according to plan, taking into account safety precautions and rules for working with materials and equipment.

A grade of "4" is given if the student has fulfilled the requirements for a grade of "5", but:

1. the experiment was carried out under conditions that did not provide sufficient accuracy of measurements;

2. or two or three shortcomings were made;

3. or no more than one minor error and one omission,

4. or the experiment was not completed completely;

5. or made inaccuracies in the description of observations from experience, drawing incomplete conclusions.

1. correctly identified the purpose of the experiment; performs the work correctly at least half of the time, but the volume of the completed part is such that it allows one to obtain correct results and conclusions on the main, fundamentally important tasks work;

2. or the selection of equipment, objects, materials, as well as work at the beginning of the experiment was carried out with the help of a teacher; or during the experiment and measurements, errors were made in describing observations and formulating conclusions;

3. the experiment was carried out under irrational conditions, which led to results obtained with greater error; or a total of no more than two errors were made in the report (in unit records, measurements, calculations, graphs, tables, diagrams, error analysis, etc.) of a non-essential nature for this work, but which influenced the result of the execution; either the error analysis was not performed at all or was performed incorrectly (grades 9-11);

4. makes a gross mistake during the experiment (in the explanation, in the design of the work, in observing safety rules when working with materials and equipment), which is corrected at the request of the teacher.

1. did not independently determine the purpose of the experience; did not complete the work completely, did not prepare the necessary equipment and the volume of the completed part of the work does not allow us to draw the correct conclusions;

2. or experiments, measurements, calculations, observations were carried out incorrectly;

3. or during the work and in the report, all the shortcomings noted in the requirements for rating “3” were discovered in aggregate;

4. makes two (or more) gross errors during the experiment, in the explanation, in the design of the work, in compliance with safety rules when working with substances and equipment, which he cannot correct even at the request of the teacher.

1. completely failed to start and formalize the experiment; doesn't do the job; shows a lack of experimental skills; did not comply with or grossly violated labor safety requirements.

Assessment of observation skills.

A grade of "5" is given if the student:

2. identified the essential features of the observed object (process);

3. logically and scientifically correctly formatted the results of observations and conclusions.

A grade of "4" is given if the student:

1. carried out the observation correctly according to the teacher’s instructions;

2. when identifying the essential features of the observed object (process), named the secondary ones;

3) was negligent in drawing up observations and conclusions.

A grade of "3" is given if the student:

1. made inaccuracies and 1-2 errors in conducting observations as instructed by the teacher;

2. when identifying the essential features of the observed object (process), I identified only a few;

3) made 1-2 mistakes in drawing up observations and conclusions.

A grade of "2" is given if the student:

1. made 3-4 mistakes in conducting observations as instructed by the teacher;

2. incorrectly identified the characteristics of the observed object (process);

3. omitted 3 - 4 errors in the design of observations and conclusions.

A grade of "1" is given if the student:

Does not have the ability to conduct observation.

As a rule, when conducting practical and laboratory work, tasks are not differentiated by level, so the results of the completed task are assessed by the teacher based on the proposed criteria.

Conclusions on laboratory work - briefly formulated results of processing measurement results - should be given in the section “Results of measurement processing and conclusions” of the summary for each laboratory work task. The outputs should display the following information:

what was measured and by what method;

what graphs were built;

what results were obtained.

Also, the conclusions should contain a discussion of the constructed graphs and the results obtained: whether the appearance of the experimental graphs coincides or not with theoretical predictions and whether the experimental results coincide or not with the theory. The recommended form for presenting conclusions based on graphs and responses is given below.

OUTPUT according to GRAPH (template):

The experimentally obtained dependence graph name of the function in words from argument name has the form of a straight line (parabola, hyperbola, smooth curve) and qualitatively coincides with the theoretical dependence of these characteristics, which has the form formula(if the type of dependence is unknown, then it is not necessary to provide it).

OUTPUT based on ANSWER (template):

The experimentally obtained value of the quantity full name of the physical characteristic, equal symbol = (average ± error) ·10 degree unit(δ = ___%), within the limits of error coincides (does not coincide) with the tabular (theoretical) value of this value, equal to number, unit of measurement.

Graphing

1. Graphs are made in pencil on graph paper or on a squared sheet of at least ½ notebook size.

2. A rectangular coordinate system is used with UNIFORM axle markings. Argument values are plotted along the X axis, function values are plotted along the Y axis.

3. The scale and origin are chosen so that the experimental points are located over the entire area of the figure.

4. The scale unit must be a multiple of 1×10 n, 2×10 n 3×10 n etc., where n= …-2, -1, 0, 1, 2, ….

5. Next to the axis the letter designation, order and dimension of the physical quantity are given.

6. Below the graph – the full name of the graph IN WORDS.

7. No lines or marks can be drawn to explain the construction of points on the graph.

Examples:

RIGHT

WRONG

Title page design

Report

for laboratory work No.

«__________________________________________________________ __________________________________________________________»

Completed Art. groups

____________________________

Teacher (academic level, title)

____________________________

EXAMPLE OF FORMATING A LABORATORY WORK REPORT

State Autonomous Educational Institution of the Astrakhan Region of Higher Professional Education

"Astrakhan Engineering and Construction Institute"

TODepartment of Physics and Mathematics, Information Technologies

Report

for laboratory work No. 1.2.

"STUDYING ERRORS IN ACCELERATION MEASUREMENT

FREE FALL USING A MATHEMATICAL PENDULUM"

(name of laboratory work)

Completed Art. ASG groups – 11-10

Ivanov Ivan Ivanovich

Teacher: Ph.D.-M.Sc., Associate Professor.

_____Petrov Sergey Ivanovich

1.09.11 Petrov

5.09.11 Petrov

Goal of the work: 1) study of the oscillations of a mathematical pendulum: measuring the period of its oscillations and determining the acceleration of gravity;

2) assessment of random and instrumental measurement errors; studying the dependence of the width of the confidence interval on the number of experiments and confidence probability.

Experimental setup diagram

1 – tripod;

2 – thread lengthl;

3 – load;

4 – stopwatch;

5 cm tape

Calculation formulas

;

g – acceleration of gravity;

l – thread length;

N – number of oscillations during time t.

Result of thread length measurement: l= 70.5 cm = 0.705 m.

Calculation of constant C

C = (2  5) 2  0,705 = 695,807  696 (m).

Exercise 1. ERROR ASSESSMENT

RESULT 25 MEASUREMENTS

Table 1

Experiment number

Laboratory works in biology.

Laboratory work No. 1.

Topic: “Composition of seeds.”

Look at the table on the board. Name the parts of a seed. Conclude why, by studying the composition of seeds, we can judge the chemical composition of the plant.

1. Following the rules safety precautions, light the alcohol lamp and heat the test tube with the seeds. Place a glass slide near the opening of the test tube. What are you observing?

2. Continuing heating, look at what changes occur in the seeds (color, smell). Draw a conclusion.

3. Using personal experience, guess what will happen next. Stop heating, close the alcohol lamp, and place the test tube in a rack. On your own or using the textbook text (p. 10), make a diagram in your notebook “ Chemical composition cells." Check your notebooks and compare them with the table on the board.

Laboratory work No. 2.

Topic: “Determination of the physical properties of proteins, fats and carbohydrates (starch, sugar).

1. Add water to a small amount of wheat flour and make a ball of dough. How has the dough changed?

2. Wrap a lump of dough in gauze, put it in a glass of water and rinse it. How did the water in the glass change?

3. Drop 1-2 drops of iodine solution into a glass with clean water. How did the color of the water change?

4. Drop 1-2 iodine into a glass of water into which the dough was dipped. How did the color of the contents of the glass change? What can be concluded?

5. Place a sunflower seed between two sheets of white paper; Press down firmly on the seed with the blunt end of a pencil. What happened to the paper? What can be concluded?

6. Discuss what physical properties organic matter can be explored and in what way. Enter the obtained data into the table.

Laboratory work No. 3.

Topic: “Cell structure.”

1. Read the first two paragraphs on p. 16 of the textbook and make a diagram of life forms in your notebook. Give brief description each group and give examples of representatives.

2. Set up the microscope and prepare a preparation of onion skin. Make a drawing in your notebook. Name the clearly visible parts of the cell.

3. Knowing the functions of nucleic acids, think about what role the nucleus can play in a cell?

4. Think about why there is a single set of chromosomes in germ cells, and a double set in body cells? What happens if the set of chromosomes changes?

Laboratory work No. 4.

Topic: “Plant tissues.”

1. Think about whether all cells in a multicellular organism are the same in structure. Justify your answer.

2. Find in the textbook on p. 30 definition of tissue, write down the types of plant tissues in your notebook.

3. Examine the finished tissue micropreparations, make the necessary sketches, formulate a conclusion about the connection between the structure of cells and the function performed.

4. Answer the question: are all cells in a multicellular plant organism the same in structure?

Laboratory work No. 5.

Topic: “Animal tissues.”

1. Using the textbook, p. 32-34, write down the types of animal tissues.

2. Examine microscopic specimens of these tissues.

3. Draw a conclusion about the relationship between the structure and function of cells.

4. Are animal tissues different from plant tissues? Why?

Laboratory work No. 6.

Topic: “Structure of root systems.”

1. Consider the root systems of rye and beans.

2. Find adventitious and lateral roots in the rye root system. Is it possible to find the main root in it?

3. What is the name of the root system of rye? Draw and label its parts.

4. Locate the taproot in the bean root system.

5. Sketch the bean root system. Label its parts. What is this type of root system called?

Laboratory work No. 7.

Topic: “Microscopic structure of the root.”

1. Examine the preparation through a microscope “ Cellular structure root tip", compare with the figure on p. 42 textbooks, highlight the root zones, name their functions.

2. Using your practical experience, name the functions of the root. Write it down in your notebook.

Laboratory work No. 8.

Topic: “Structure and location of the kidneys.”

1. Consider the herbariums and plants offered to you. What kind of buds do you see? How are they located? Make a drawing.

2. Find small elongated and rounded buds on the shoot. Make a drawing.

3. Using a dissecting knife, make a longitudinal incision into the rounded bud. Examine it using a magnifying glass and dissecting needles internal structure. What is this kidney called? Make a drawing.

4. Using a dissecting knife, cut lengthwise into the smaller elongated bud. Using a magnifying glass and dissecting needles, examine its structure. What is this kidney called? Make a drawing.

5. Why is a bud called an embryonic shoot?

Laboratory work No. 9.

Topic: “Simple and complex leaves.”

1. Look carefully at the leaves offered to you, divide them into groups and explain on what basis you classified them. Justify your answer.

2. Sketch the petiolate, sessile, compound leaf. Label the drawings.

3. Examine the arrangement of leaves on a plant or herbarium specimen. Compare with the location of the kidneys. Draw a conclusion.

Draw a petiolate, sessile one in your notebook. am leaves, divide them into groups and explain on what basis you classified them

Laboratory work No. 10.

Topic: “Structure of a flower.”

1. Examine the flower, holding it by the peduncle. Pay attention to its size, color, smell, number of parts, think about its significance for the life of the plant.

2. Carefully separate the perianth on a piece of paper.

3. Select the main parts of the flower: stamens, pistil. Consider how they are arranged.

4. Write on a piece of paper the names of the parts of the flower and arrange them according to the names (you can use the textbook text on p. 40).

5. Draw a diagram of the structure of a flower in a notebook and sign it. Draw a conclusion about the role of a flower in the life of a plant.

Laboratory work No. 11.

Topic: “Dry and juicy fruits”

1. Using personal experience and the textbook text (p. 40, second paragraph from the bottom), talk about methods of plant pollination. What happens to a flower after pollination? How is the fruit formed?

3. Fill out the table, give examples of fruits and plants in which they are found, draw a conclusion about the importance of fruits in the life of plants.

Variety of fruits.

Laboratory work No. 12.

Topic: “Structure of seeds of dicotyledonous and monocotyledonous plants.”

1. Review and describe appearance bean seeds. Make a drawing.

2. Using a paring knife, remove the seed coat. What is its role for the seed?

3. Consider the structure of the embryo. Make a drawing and label its main parts.

4. Examine and describe the appearance of a wheat grain. Make a drawing.

5. Using a dissecting needle, try to remove the cover of the caryopsis.

6. Using the textbook’s drawing and the finished preparation “Wheat grain. Lengthwise cut", which you can examine with a dissecting loupe, make a drawing "Structure of a grain of wheat"; label its main parts.

7. Compare the structure of a bean seed and a grain of wheat. Find similarities and differences.

8. Fill out the diagram:

Laboratory work No. 14.

Topic: “Movement of solutions along the stem”

1. Compare the movement of substances along a tree trunk with their movement along a potato stem (textbook, pp. 74 and 75). Make a movement diagram in your notebook.

2. Examine the microslide “Vascular-fibrous bundle of a linden trunk”, compare with the textbook drawings on p. 74 and 75, cut from a potato tuber. Draw the vascular-fibrous bundles in a notebook and label the drawing.

Laboratory work No. 15.

Topic: “Structure of frog and human blood cells.”

1. Look at microscopic specimens of human and frog blood, compare their sizes and make a drawing in your notebook. Compare with the picture in the textbook.

2. Draw conclusions about what you saw.

Laboratory work No. 16.

Topic: “Bone structure.”

1. Consider the animal bones provided. Determine whose bones these are and what they are called. Divide them into groups according to size and structure.

2. Using the picture in the textbook, name the parts of the bone, make a drawing in your notebook “Structure of bone”, and label it.

Laboratory work No. 17.

Topic: “Movement of the ciliate slipper and earthworm.”

1. Use a pipette to drop a drop of the prepared slipper culture onto a glass slide.

2. Cover the drop with a cover slip. Excess water select using filter paper.

3. Examine the preparation under a microscope (objective 20, eyepiece 15).

4. Observe the beating of the eyelashes.

5. Sketch the appearance of the ciliate.

6. Sketch and describe the stages of movement of an earthworm.

After work

· Set the handles of the devices to their original position, turn off the unit, remove the plugs of the devices from the sockets.

· Hand over the received supplies to the laboratory assistant.

Student activities in class consist of the following actions:

1) admission to classes;

2) performing work;

3) performing calculations and obtaining results;

4) preparation of a written countdown.

Admission to perform the work is to determine the students' knowledge of theoretical material, understanding of the purpose of the work, and knowledge of the experimental setup. The student’s preparation for the lesson is that he carefully reads everything that is written regarding this work in this manual. After this, it is necessary to turn to the literature specified in the recommendations in order to become more familiar with the theory of the phenomenon being studied and answer test questions for the work; the student prepares answers to test questions at home. The teacher makes an entry in his journal about the student’s admission to experimental work. After admission, the student receives initial data from the teacher and begins to complete the work. First of all, you need to make sure that you have all the accessories necessary to complete it.

While the student is performing the work, the teacher guides experimental work student, taking measurements, recording their results and endorses the results obtained in the student’s laboratory notebook. Then the obtained measurement results are processed mathematically: the average values are found, the desired value is calculated physical quantity, errors are calculated, the final result is recorded, which is shown to the teacher and evaluated by him.

To receive credit, the student must have a written report of the work, which is documented in the laboratory notebook. The written report must contain all items that are listed in the uniform laboratory description (see below).

1. Title page according to the model.

2. Purpose of laboratory work.

3. Instruments and accessories.

4. Diagram or drawing of the installation (with an inscription and explanation of all elements included in the diagram), as well as drawings explaining the derivation of working formulas.

5. Basic calculation formulas, with a mandatory explanation of the quantities included in the formula.

6. Tables.

7. Calculation examples.

8. If required by assignment - graphs and diagrams.

9. Conclusion on laboratory work is required.

· what was measured and by what method;

· what graphs were built;

· what results were obtained.