Are you aware?
3. What research methods used in biology do you know?
We usually say "scientific knowledge", "scientific fact", "scientific picture of the world". What is the difference between scientific knowledge from unscientific? What is a scientific fact?
Science is one of the ways of studying and knowing the world around us. Biology helps to understand the natural world.
We already know that people from ancient times have been studying wildlife. First, they studied individual organisms, collected them, compiled lists of plants and animals inhabiting different places. Usually this period of the study of living organisms is called descriptive, and the discipline itself is called natural history. Natural history is the forerunner of biology.
Each science has its own research methods.
However, no matter what methods are used, the principle “take nothing for granted” should remain the most important for every scientist. This is the principle of abandoning blind trust in authority.
scientific method is a set of techniques and operations used in building a system scientific knowledge.
In biology, various methods are used, the most important of which include observation, experiment and comparison.
The primary source of all scientific data is accurate, careful, unbiased observation and experiment.
The results obtained in the course of observations and experiments must be verified and re-verified by new observations and experiments. Only then can they be considered scientific facts.
For example, in the means mass media the so-called Bigfoot was repeatedly reported, eyewitness accounts of meetings with him, sketches and Photo supposedly his traces and even the Bigfoot itself. Several expeditions were organized to search for the Bigfoot. But so far, no one has been able to imagine either a living Bigfoot, or his remains, or any other irrefutable evidence his existence. Therefore, despite numerous eyewitness accounts, the existence of Bigfoot cannot be recognized as a scientific fact.
Usually Scientific research begins with the observation of an object or phenomenon. After summarizing the data obtained as a result, hypotheses (assumptions) are put forward that can explain the observations.
At the next stage of the study, experiments are developed and conducted to test the hypotheses put forward. A scientific experiment must necessarily be accompanied by a control experiment, the conditions of which are different. on the experimental conditions by one (and only one) factor. Analysis of the results of the experiment will allow you to decide which of the hypotheses is correct.
A hypothesis that has been tested and found to be consistent with the facts and capable of serving as the basis for correct predictions may be called a theory or a law. Calling any provision a law, scientists seem to emphasize its universality, indisputability, and great reliability. However, the terms "law" and "theory" are often used interchangeably.
Consider the stages of scientific research on the example of studying the conditions necessary for seed germination.
Observations of seeds have shown that they do not always germinate. Obviously, certain conditions are necessary for their germination.
So, we can formulate the research problem: What conditions are necessary for seed germination?
The next step is hypotheses. We can assume that seeds need light, darkness, water, a certain temperature, air, soil to germinate.
Now, in order to check what conditions are really necessary for seed germination, we will develop and conduct an experiment.
We take six samples of 100 seeds of the same species, for example, corn, and place them under conditions that differ in only one trait.
Place the vessel with the first sample in a bright, warm place. Pour water into the vessel so that it covers the seeds halfway. In this case, air will freely penetrate to the seeds.
We place the second sample of seeds in the same conditions as the first, but fill the vessel with boiled water to the top, thus depriving the seeds of air.
We place the vessel with the third sample under the same conditions as the first one, but in a different place.
In the fourth vessel we will leave seeds dry.
We will keep the fifth sample at a temperature of +1 CC.
We fill the sixth vessel with moist soil and put it in a warm place.
After analyzing the results of the experiment, we come to the conclusion that light and the soil are not necessary conditions for seed germination. Corn seeds germinate in the presence of water, air and a certain temperature. However, if we carefully examine our samples, we will see that even under favorable conditions the first seed germinated. By examining these seeds, we will find out that their embryo is dead. Therefore, only seeds with a living embryo can germinate.
If you compare the conditions necessary for the germination of plant seeds different types, then make sure they are very different. For example, for the germination of corn kernels, water will be required two times less than their own weight, and for the germination of clover, water must be one and a half times more than the mass of seeds. At the same time, clover seeds germinate already at a temperature of +1 ° C, corn - at temperatures above +8 ° C, and for melon seeds, the germination temperature will be +15 "C. You will establish, in addition, that most seeds germinate both in the light , and in the dark, but there are plants (for example, tobacco, string) for the germination of seeds of which light is necessary.On the contrary, the seeds of small-fruited camelina germinate only in the dark.
So, even the simplest scientific research requires a well-thought-out and carefully conducted experiment, on the basis of which scientifically reliable conclusions can be drawn. When carrying out observations and experiments, the most modern instruments, equipment, tools are used - electron microscopes, radars, chromatographs, etc.
Life is amazingly varied.
To understand this diversity, it is necessary to identify and organize the code and differences in living organisms. To solve these problems, a comparative method is used. It allows you to compare the results of observations to identify common patterns.
Biologists also use other research methods. For example, the descriptive method was widely used by scientists of antiquity, but has not lost its significance today.
The historical method helps to comprehend the facts obtained by comparing them with previously known results.
In science, any new discoveries contribute to the elimination of previous misconceptions and point to the relationship between phenomena. In biology, new discoveries provide the basis for many practical advances in medicine, agriculture, industry and other areas of human activity.
Many believe that only those biological studies should be pursued that will help solve specific practical problems of today. Undoubtedly, the development of applied sciences has a very importance, but we must not forget the importance of research in "pure" science. The knowledge gained in fundamental research may seem useless for Everyday life man, but they help to understand the laws by which the world around us develops, and almost certainly sooner or later will find practical application.
Scientific research. scientific fact. observation. Hypothesis. Experiment. Law. Theory.
1. What is the main goal of science?
2. What is the scientific method? What is its main principle?
3. What is a scientific experiment?
4. What fact can be considered scientific?
5. How is a hypothesis different from a law or a theory?
6. What is the role of applied and fundamental research in science?
Kamensky A. A., Kriksunov E. V., Pasechnik V. V. Biology Grade 9
Submitted by readers from the website
1. What is science?
Science is one of the ways of studying and knowing the world around us.
2. What biological sciences do you know?
Traditionally, biological sciences are grouped according to the types of organisms studied: botany studies plants, zoology - animals, microbiology - microorganisms and viruses.
biochemistry studies chemical bases life,
molecular biology - complex interactions between biological molecules,
cell biology and cytology - the basic building blocks of multicellular organisms, cells,
histology and anatomy - the structure of tissues and the body from individual organs and tissues,
physiology - the physical and chemical functions of organs and tissues,
ethology - the behavior of living beings,
ecology - interdependence various organisms and their environments
genetics - transmission of hereditary information,
developmental biology - the development of an organism in ontogenesis,
paleobiology and evolutionary biology - origin and historical development living nature.
3. What research methods used in biology do you know?
In biology, various methods are used. The primary sources of all scientific data are accurate, careful, unbiased observation and experiment. The comparative method allows you to compare the results of observations to identify common patterns. The descriptive method was widely used by scientists of antiquity, but has not lost its significance today. The historical method helps to comprehend the facts obtained by comparing them with previously known results.
Questions
1. What is the main goal of science?
The purpose of science is the knowledge of the surrounding world.
2. What is the scientific method? What is its main principle?
The scientific method is a set of techniques and operations used in the construction of a system of scientific knowledge in the course of scientific research. No matter what methods are used, the principle “take nothing for granted” must remain the most important for every scientist. This is the principle of abandoning blind trust in authority.
3. What is a scientific experiment?
An experiment is a method of studying a certain phenomenon under conditions controlled by an observer.
The results obtained in the course of observations and experiments must be verified by new observations and experiments. Only then can they be considered scientific facts.
5. How is a hypothesis different from a law or a theory?
A hypothesis is an assumption that can explain an observation.
Analysis of the results of the experiment will allow you to decide which of the hypotheses is correct.
A hypothesis that has been tested and found to be consistent with the facts and capable of serving as the basis for correct predictions may be called a theory or a law. Calling any provision a law, scientists, as it were, emphasize its universality, indisputability, and great reliability. However, the terms "law" and "theory" are often used interchangeably.
6. What is the role of applied and fundamental research in science?
In science, any new discoveries contribute to the elimination of previous misconceptions and point to new relationships between phenomena. In biology, new discoveries create the basis for many practical achievements in medicine, agriculture, industry and other areas of human activity.
Many believe that only biological research should be undertaken that will help solve the specific practical problems of today. Of course, the development of applied sciences is very important, but we should not forget about the importance of research in "pure" science. Knowledge gained in fundamental research, may seem useless for everyday human life, but they help to understand the laws by which the world around us develops, and almost certainly sooner or later will find practical application.
Tasks
Formulate a research problem that is of interest to you. Suggest steps for this research.
Consider the stages of scientific research on the example of studying the respiration of plant organs.
Observations of plants have shown that they breathe (during respiration, oxygen is absorbed and carbon dioxide is released, and the plant, like all living organisms, eventually receives the energy necessary for life). It remains to be seen whether certain organs are responsible for respiration, or whether each organ breathes.
So, we can formulate the research problem: which organs of the plant breathe?
The next step is hypotheses. We can assume that in a plant only individual organs (seeds, roots, stems, leaves) breathe, or each organ breathes.
Now, in order to check what conditions are really necessary for seed germination, we will develop and conduct an experiment.
Take three containers of colorless clear glass such as bottles. In one of them we will place 30-40 swollen, germinating seeds of peas, beans or other plants. Dry seeds should not be taken. They are in a state of rest, and therefore all the processes of vital activity, including respiration, proceed very weakly.
In the second bottle we put carrot roots. To activate their cells, root crops should be kept in water for 2-3 days before the experiment.
In the third bottle we place freshly cut plant stems with leaves. Close the bottles tightly with corks and put in a dark, warm place. The next day, we will check if the composition of the air in the bottles has changed.
We lower a lit candle attached to a wire into each of the bottles.
Analysis and comparison of the results of the experiment: Candles go out because, in the process of breathing, the plant organs absorbed oxygen from the air in the bottles and released a large number of carbon dioxide. This is easy to verify with the help of lime water, which becomes cloudy when interacting with carbon dioxide.
If instead of bottles we take a thermos that retains heat well, then by lowering a thermometer into it, it is easy to notice an increase in temperature. This part of the energy was released in the form of heat during breathing.
After analyzing the results of the experiment, we will come to the conclusion that each of the studied organs of the plant breathes.
Proof of scientific fact. Stages of a scientific experiment on the example of studying the conditions of seed germination research project Completed by students of grade 9 b Supervisor: biology teacher Arsenyeva Elena Nikolaevna 2009 Municipal educational institution main general educational school 19 Kostroma
Science is one of the ways of studying and knowing the world around us. Signs of science: object and subject of research, methods, scientific language, theories, laws, concepts, communities of scientists, research and educational institutes. Signs of science: object and subject of research, methods, scientific language, theories, laws, concepts, communities of scientists, research and educational institutions. What is a scientific fact? What is a scientific fact? What is the difference between scientific knowledge and non-scientific knowledge? What is the difference between scientific knowledge and non-scientific knowledge? Bigfoot UFO Loch Ness monster The structure of the Earth. photosynthesis atomic structure
Scientific fact It can be considered only the result obtained in the course of observations and experiments, verified by new observations and experiments. It can be considered only the result obtained in the course of observations and experiments, verified by new observations and experiments. It is precisely because of the absence of the above that information in the media about Bigfoot and UFOs cannot be recognized as scientific fact. It is precisely because of the absence of the above that information in the media about Bigfoot and UFOs cannot be recognized as scientific fact.
“Take nothing for granted” is the most important principle for every scientist. “Take nothing for granted” is the most important principle for every scientist. Science is a tool for understanding the world around us, a key that allows you to open the magic box of nature. Each science has its own research methods, but the rejection of blind trust in authority is the main principle of the researcher. Biology is one of the ways of studying and understanding the world around us. Biology is one of the ways of studying and understanding the world around us.
The scientific method (from the Greek "methodos" - a way, a way of knowing) is a set of techniques and operations used in building a system of scientific knowledge. Accurate, careful, unbiased observation and experiment are among the most important methods used in biology. observation and experiment. - observation makes it possible to assume the cause of the phenomenon, to put forward a hypothesis. - observation makes it possible to assume the cause of the phenomenon, to put forward a hypothesis.
Stages of scientific research. 1. Observation of what happens in nature. 1. Observation of what happens in nature. 2. Statement of a problematic issue in understanding the observed, goals and objectives of the study. 2. Statement of a problematic issue in understanding the observed, goals and objectives of the study. 3. Making assumptions, hypotheses (from the Greek "hypothesis" - problematic, short-lived knowledge, assumption). 3. Making assumptions, hypotheses (from the Greek "hypothesis" - problematic, short-lived knowledge, assumption). 4. Development and implementation of experiments to test the hypotheses put forward. Registration of qualitative and quantitative results. 4. Development and implementation of experiments to test the hypotheses put forward. Registration of qualitative and quantitative results. 5. Processing of the received results. 5. Processing of the received results. 6. Analysis of the obtained results. 6. Analysis of the obtained results. 7. Formulation of conclusions. 7. Formulation of conclusions. 8. Determining the range of unresolved issues. 8. Determining the range of unresolved issues. 9. Registration of the results of the study. 9. Registration of the results of the study.
Theory. Law. A tested hypothesis that can serve as the basis for correct predictions can be called a theory or a law. A tested hypothesis, which is capable of serving as the basis for correct predictions, may be called a theory or a law. Theory of the structure of the atom The theory of the structure of the atom The law emphasizes indisputability scientific fact, versatility and greater reliability. The law emphasizes the indisputability of the scientific fact, universality and great certainty. The law of conservation of the mass of matter, discovered by M.V. Lomonosov. The law of conservation of the mass of matter, discovered by M.V. Lomonosov.
The study of the stages of scientific research on the example of studying the conditions necessary for the germination of seeds. 1. Research problem: 1. Research problem: What conditions are necessary for seed germination? Observations of the seeds showed that not all of them germinate. Obviously, in order for them to germinate, certain conditions are necessary. Observations of the seeds showed that not all of them germinate. Obviously, in order for them to germinate, certain conditions are necessary.
2. Hypotheses We can assume that seeds are necessary for germination We can assume that seeds are necessary for germination - light - light - darkness - darkness - water - water - a certain temperature - a certain temperature - air - air - soil - soil
3. Design of the experiment 1. The sample should consist of 100 seeds of the same species in order to exclude randomness. 1. The sample must consist of 100 seeds of the same species to exclude chance. 2. It is necessary to lay 6 seed samples under conditions that differ in only one sign. 2. It is necessary to lay 6 seed samples under conditions that differ in only one sign.
4. Conducting an experiment 4. Conducting an experiment Conditions: Conditions: -air access -air access -sufficient amount of moisture -sufficient amount of moisture -heat -heat -light -light Results: in a day the seeds swelled. Most of the seeds germinated after 2 days. Results: after a day, the seeds swelled. Most of the seeds germinated after 2 days. 1 seed sample is placed in a vessel and half moistened with water. Put in a bright, warm place. Beginning of the experiment After 2 days
2 seed sample is placed in a vessel and filled completely boiled water. Put in a bright, warm place. Conditions: Conditions: - air access is excluded - air access is excluded - the seeds are filled with completely boiled water - the seeds are filled with completely boiled water - heat - heat - light - light the seeds did not germinate, but only swelled. Results: the seeds did not germinate, but only swelled.
3 seed sample is placed in a vessel with a sufficient amount of water. Placed in a dark, warm place. 3 seed sample is placed in a vessel with a sufficient amount of water. Placed in a dark, warm place. Conditions: Conditions: - air access - air access - sufficient moisture - sufficient moisture - warm - warm - placed in a dark place - placed in a dark place Results: after a day the seeds swelled. Most of the seeds germinated after 2 days.
4 seed sample is placed in a vessel and left dry. Conditions: Conditions: - air access - air access - leave the seeds dry - leave the seeds dry - warm - warm - light - light Results: the seeds did not germinate or even swell after a day or a week.
5 seed sample is kept at a temperature of 1 degree (in the refrigerator) Conditions: Conditions: - air access - air access - sufficient moisture - sufficient moisture - temperature 1 degree C - temperature 1 degree C - light - light Results: in a day the seeds swelled but they didn't germinate after a week.
6 seed sample is placed in a vessel filled with moist soil. Put in a warm place. Conditions: Conditions: - air access - air access - enough moisture - enough moisture - heat - heat - light - light - soil - soil Results: after a day the seeds swelled, after 2 days they took root, and after a week they sprouted. 2 days later 1 week later
5. Processing of results. Calculation of the percentage of seed germination. 1. Of the 300 seeds that were in the conditions necessary for germination, only sprouted Of the 300 seeds that were in the conditions necessary for germination, only 230 germinated. Seed germination = 230: 300 = or 76.7% = or 76.7% Why did the rest of the seeds not sprout?
6. Analysis of the results. 1. Light and soil are not essential conditions for seed germination. 1. Light and soil are not essential conditions for seed germination. 2. The most important conditions for seed germination are the presence of a full-fledged living embryo, water, heat, and air. 2. The most important conditions for seed germination are the presence of a full-fledged living embryo, water, heat, and air. Shoots appeared only in the presence of soil. Shoots appeared only in the presence of soil.
7. Conclusions obtained as a result of the experiment. The prerequisites for seed germination are: The prerequisites for seed germination are: 1. Air 1. Air 2. Moisture 2. Moisture 3. Certain temperature (heat) 3. Certain temperature (heat) 4. Live germ 4. Live germ Are not Prerequisites for seed germination: Not mandatory conditions for seed germination: 1. Light 1. Light 2. Soil 2. Soil
Processing of results. During the experiments, we took photographs During the experiments, we took photographs Discussed the results of the experiments Discussed the results of the experiments Found necessary information on the Internet Found the necessary information on the Internet Prepared the work in the form of MS Word documents and Power Point presentations. Prepared work in the form of MS Word documents and Power Point presentations. MS Word documents MS Word documents
Informational resources. - Encyclopedia amazing facts about the animal world. Articles. - Encyclopedia of amazing facts about the animal world. Articles School of Young Naturalists. The project is dedicated to everyone who loves nature and seeks to understand it. - School of Youths. The project is dedicated to everyone who loves nature and seeks to understand it. a guide to the world of science for schoolchildren - a guide to the world of science for schoolchildren
Contact Information. Municipal educational institution the main comprehensive school in Kostroma, st. Frunze, 5 Tel. (4942)
Kulemin Semyon
Project work
"Investigation of the conditions of seed germination and the development of the embryo".
on the example of a plant: Department of Angiosperms
class dicots
Legume family
View Bob ordinary
Completed by: student 6 "D" class Kulemin Semyon.
Supervisor: teacher of biology Prokofieva Natalya Fedorovna.
Justification of the topic.
A biology lesson is a subject in which children encounter a variety of living organisms. But at this age they are more interested in objects in motion, and in botany lessons it is difficult to follow the development of plants. In my lessons, I try to ensure that all students do laboratory works The work that can be done in one lesson is controlled by the teacher, and laboratory work that takes time does not always work out for students: either the wrong material is taken, or the conditions are not met, or there is simply no desire. And in order to show that everything is possible, that it is interesting and exciting and contributes to the formation of life experience, we decided to fix everything in photographs and arrange it in the form of a presentation.
Purpose: to study the conditions of seed germination and the development of the seed embryo and prove that it is interesting and exciting.
1. Teach how to work on a project correctly and consistently.
2. To inculcate the skills of using knowledge in practical life.
3. Identify gifted and talented students.
Stages of work:
Training
1. Definition of the topic and purpose of the project.
2. Determining the sources of the necessary information.
Planning
1. Determining how to collect and analyze information.
2. Determining how the results will be presented (project forms)
Study
1. Collecting and clarifying information (main tools: interviews, surveys, observations, experiments, etc.)
3. Choice of the optimal variant of the project progress.
4.Step-by-step implementation of the research tasks of the project
findings
1. Analysis of information. Formulation of conclusions
Presentation (defense) of the project and evaluation of its results
1. Preparation of a project progress report explaining the results obtained ( possible forms report: oral report, oral report with demonstration of materials, written report).
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"MBOU Shlisselburg secondary school No. 1 with in-depth study of individual subjects" Design and research work "Conditions for seed germination and development of the embryo" On the example of a plant Leningrad region, Kirovsky district, Shlisselburg / Completed by: 6th grade student KULEMIN SEMYON Head: teacher of biology MBOU "School School No. 1" PROKOFIEVA NATALIA FYODOROVNA 2013 - 2014 academic year
Purpose: To study the conditions of seed germination and the development of the seed embryo and prove that it is interesting and exciting. Tasks: 1. To study the literature on the influence of conditions on seed germination. 2. Follow the course of seed development. 3. Photograph and arrange slides on this topic. 4. Have practical experience in seed germination, which I can apply in life.
Research program: 1. Choice of topic and reasons for the research. 2. Research work (within two weeks). 3. Conclusions on work and design in the form of a presentation. Progress of work: In biology lessons, we were told about the development of the seed embryo. And we have not yet gone through the conditions affecting the growth of the embryo, and I decided to find out what is needed for this.
Stage 1: I read in the textbook that seeds need to germinate: Conditions for seed germination: Water: Swelling, germination, seed germination Air: Germination, seed respiration Heat: Seed germination
The structure of seeds of dicotyledonous plants: Embryonic root Embryonic stalk Embryonic bud Cotyledon Seed peel
I took the seeds and put them in 4 containers: 1- Seeds without water, but with access to air and heat. 2- Seeds with water and air access, but at a low temperature (in the refrigerator). 3- Seeds without access to air (vegetable oil layer), water and heat 4- Seeds had access to water, air, heat Every day I watched what was happening.
First day of the experiment 1 2 3 4 Sunflower oil (to keep air out)
Second day of the experiment 1 2 3 4
Third day of the experiment 1 2 3 4
Fourth day of the experiment 1 2 3 4
Fifth day of the experiment 1 2 3 4
Sixth day of the experiment 1 2 3 4
The results of the experiment: 1. - The seeds remained unchanged 2 - The seeds swelled, but the embryo did not develop. 3 - Seeds swelled, but did not germinate 4 - Seeds sprouted root and stalk.
Now I know the stages of seed germination: Absorption of water Swelling of the seed Increasing size Emergence of the root Emergence of the stem
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Stage II - Seed germination in favorable conditions:
First day of the experiment Beginning of the experiment.
The third day of the experiment A root began to appear.
Fourth day of the experiment Root hairs
Outgrowths appear at the side cells of the suction zone - root hairs.
Fifth day of the experiment On the fifth day, marks were placed at a certain distance
The sixth day of the experiment The distance between the marks increases, the root grows in length.
On the sixth day of the experiment, all root zones can be seen: The root cap serves as protection for the root tip. The fabric is cover. In the zone of division, cells are constantly dividing, and the number of cells increases accordingly. The fabric is educational. In the elongation zone, cells grow and stretch. The root grows in length. The fabric is educational. The outer cells of the suction zone have outgrowths - root hairs. They serve to absorb nutrients. The fabric is conductive. The conduction zone consists of vessels stretched along the root with thick membranes. They serve to transfer dissolved substances to the stem and leaves. Fabric - integumentary, mechanical.
Eighth day of the experiment
The ninth day of the experiment Lateral roots grow from the main root
Results of the experiment: I have tested on my own experience what conditions are required for seed germination and how the embryo develops. Now I can grow beans at home. Growing beans requires little: a few bean seeds, gauze, water, heat, earth, and of course desire. Conclusions: For the development of the embryo are necessary: heat, water, air. The root develops first in the embryo, then the stalk and kidney. My experiment continues, now I have planted the beans in the ground. Growing beans involves doing and watching the seeds germinate. It's very interesting and exciting! I'm going to start other experiments!
List of used literature: Pasechnik. Biology grade 6. bacteria. Mushrooms. Plants. N. Green, W. Stout, D. Taylor "Biology" 1996
