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 have been studying wildlife since ancient times. 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 diverse.
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 done 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
Zaripova Venera Rafaelovna,
head department of intellectual development,
additional education teacher
highest qualification category
MAOU DOD "GDTDiM No. 1"
Naberezhnye Chelny
Where does research start?
Any research, discovery, reflection begins with surprise, bewilderment of the question. Today's changing life is rich in questions that need to be answered, emerging problems that can help determine the topic of research.
Conventionally, the stages of designing the research logic can be divided into 3 stages. So, V.I. Zagvyazinsky, R. Atakhanov distinguish such stages as preparatory (methodological), main (actually conducting the study), and final (decorative). It is at the preparatory stage that it is important to correctly formulate the conceptual (methodological) apparatus of research, namely, to determine the direction, scope of research, formulate a hypothesis, set goals and objectives of research, and determine research methods.
It is the work at the preparatory stage that determines the direction of the study, and the competent formulation of the basic concepts, goals and objectives of the study allows you to more clearly build a plan for the study. Often at this stage, teachers and children who first begin research activities have difficulties in correctly defining and formulating the methodological apparatus. In order to correctly formulate the conceptual apparatus of the study, it is necessary to understand the very definitions of the problem, hypothesis, goals, tasks and select methods for solving them.
What is included in the conceptual apparatus of scientific research? These are such concepts as problem, aspect, relevance of research, goal, object, subject, hypothesis, tasks, methodology, practical significance, the novelty of the study.
Any research begins with the definition of a problem that either confronts a particular child or society as a whole.
Problem(from the Greek. problema - task) a complex theoretical or practical issue that requires study, resolution; in science - a contradictory situation, acting as opposite positions in the explanation of any phenomena, objects, processes (great Soviet encyclopedia):
- this is a question that contradicts existing knowledge in this science
- it is the unknown in science, in practice, what is to be understood, discovered, proved.
- this is a contradictory situation, acting as opposite positions in the explanation of any phenomena, objects, processes. In this regard, a scientific problem is a contradictory situation that needs to be resolved.
The research problem can be formulated as a result of the analysis of scientific literature. If it is possible to determine which theoretical provisions and practical advice already developed in the area of interest and related sciences, then it will be possible to determine the research problem. Usually the problem reveals only part of the topic, significant and insufficiently studied issues.
A problem is often identified with a question. Basically this is true. Every problem is a question. But not every question is a problem. The problem arises when the old knowledge has shown its inconsistency, and the new has not yet taken a detailed form. In this regard, a scientific problem is a contradictory situation that needs to be resolved.
For example, if we consider the problem in interpersonal relationships, then we can consider such questions as: why there are difficulties in the relationship between children and adults, in relationships among peers, what determines the establishment of good relationships in a team, etc.
Formulate a problem- means to show the ability to separate the main from the secondary, to find out what is already known and what is not yet known about the subject of research.
The contradiction contained in the problem reflects the theme, its formulation at the same time clarifies the problem. The topics arising from the problems should be more specific. Formulating the topic, the author reflects on how to name the scientific work.
Scientific novelty.
As already noted, the purpose of the study is to obtain new knowledge for society. It should be noted that when we are talking about research activities schoolchildren, the novelty of the results may be subjective and determined not in relation to society, but in relation to the researcher.
How to choose a research topic?
- The topic of research is a reflection of the problem in terms of research.
- The topic should have clear defined boundaries. If the topic is very extensive, then this makes it difficult to study the phenomenon in more detail and leads to an abundance of material that becomes difficult for one person to complete.
- The topic should not be imposed on the researcher, and when choosing it, the inclinations, abilities and level of knowledge of the researcher should be taken into account.
- The choice of topic is based on the researcher's interest in the problem, the possibility of obtaining specific practical data, as well as the availability of special scientific literature.
- The topic largely determines the content of further work. It should be a concise and clear delimitation of aspects of the study area. In other words, the topic is the content of the work, enclosed in one phrase. For example: "The formation of readiness for professional self-determination among high school students"; “The development of socially valuable personal qualities»; "The influence of ballroom dancing on the improvement of the physical development of children."
Aspect(lat. aspectus - look) point of view from which any phenomenon, concept, problem, perspective is considered. For example: sociocultural, psychological, legal ontogenetic (children's speech), communicative, rhetorical, physiological, etc.
The main criterion for choosing a problem for research is its relevance, i.e. the formulation of why this problem needs to be studied at the present time.
The relevance of the research topic is the degree of its importance at the moment and in this situation for solving these problems, questions or tasks.
The researcher needs to prove that it is this problem that should be investigated at the moment, that it is the most urgent one, to show how other researchers (scientists and practitioners) are working on this problem, to reveal the essence problem situation. The coverage of relevance should not be wordy, but convincing enough.
It is necessary to answer the questions: “why does this problem need to be studied now?”, “what is the interest for society, groups of people, science and practice is the chosen research topic?”.
What should and should not be taken into account when disclosing the relevance of the research topic? There are two main areas of its characteristics:
1. Lack of knowledge of the chosen topic: the study is relevant precisely because certain aspects of the topic have not been fully studied and the study is aimed at overcoming this gap
2. The possibility of solving a specific practical problem based on the data obtained in the study. One of these directions, or both together, usually figure in the characterization of this element of the conceptual apparatus of scientific research.
3. How to put forward hypotheses?
Hypothesis(from the Greek. hypothesis - assumption) - a scientific, preliminary unproven explanation (assumption, prediction) of new phenomena and events requiring subsequent verification. In other words, a hypothesis is a proposed solution to a problem; this is an indicative explanation (by no means categorical) of the cause-and-effect relationships of the object under study, this is a form of transition from unexplored facts to laws and regularities. Hypotheses usually begin with the words "suppose", "assume", "possibly", "if...then..." and answers the question "Why...?", "For what reason...?" some event occurs.
There are two main requirements for a scientific hypothesis:
a) the hypothesis should not contain concepts that are not specified;
b) it must be verifiable using available techniques.
The hypothesis determines the main direction of scientific research. It is the main methodological tool that organizes the entire research process.
What does it mean to test a hypothesis? This means checking the consequences that follow logically from it. As a result of testing, the hypothesis is confirmed or refuted.
Example: The problem of the deterioration of the health of the younger generation, the growth of adolescent tobacco addiction Hypothesis: we assume that smoking affects not only the state of the respiratory system, but also reduces mental performance schoolchildren.
What is the subject and object of research?
The object of study is a process or phenomenon that generates a problem situation and is chosen for study, something that exists outside of us, regardless of our consciousness and is the subject of knowledge.
The object of research can be a phenomenon, a process, a sphere of reality - the direct carriers of a problem situation, to which cognitive activity is directed.
When conducting research work There are several options for defining the object and subject of research. In the first case, the object and subject of research are related to each other as a whole and a part, general and particular. With this definition of the connection between them, the subject is that which is within the boundaries of the object. It is the subject of research that determines the topic of research.
The subject of research is what is within the boundaries of the object. It is on the subject of research that the main attention of the researcher is directed, the subject of research ultimately determines the topic of the work. The subject of the study is the sides, properties, characteristics of the object that are subject to direct study in this study, this is a part, side of the object, to some extent the boundaries of its study, this is the point of view from which the object is considered. The subject of the study answers the question “how is the object considered, what relations, properties, functions of the object does this study reveal?”. One and the same object can correspond to several different subjects of study.
Examples:
A) The problem of noise in the school during breaks and the health of teachers. The aim is to study the influence of school noises on teachers and their impact on teachers' behavior. Object: the behavior of teachers in pedagogical activity. Subject of research: the perception of school noise by teachers and their impact on behavior in teaching activities.
B) Object of study: interpersonal communication. Subject of study: the role and functions of visual signs appearance in communication.
C) Object of study: moral judgments of schoolchildren of different ages expressed. Subject of study: the dynamics of the stability of the moral judgments of schoolchildren in terms of age (age stability) and in a situation of psychological "pressure" of adults and peers (situational stability)"
Another approach to defining the object and subject of research involves defining the object through the subjects, and the subject through what they are studying.
For example: the object is students aged 15-16, then the subject is the professional orientation of schoolchildren.
How to formulate the purpose and objectives of the study?
The goal is the future expected result that we want to get when conducting the study, some image of the future. Purpose - answers the question:
What do we want to know? This is what we want to get when conducting a study, an image of the future, an expected result
Examples:
Option 1.
Hypothesis: magnetic storms have a negative impact on health, namely on the academic performance of schoolchildren, the psycho-emotional and physiological state of schoolchildren
Purpose of the study: study the influence magnetic storms on academic performance, psycho-emotional and physiological state of schoolchildren aged 15
Object of study: schoolchildren aged 15
Subject of study: academic performance, psycho-emotional and physiological state of schoolchildren
Option 2.
Hypothesis: the use of a special set of exercises will help improve the psycho-emotional and physiological state of the human body during magnetic storms.
Purpose of the study: to study the influence of magnetic storms and find out the effectiveness of using a special set of exercises for the prevention and correction of an unfavorable state of the body in people 40-55 years old during magnetic storms.
Object of study: the process of changing the psycho-emotional state and the physiological state of the cardiovascular system of people 40-55 years old.
Subject of study: a set of special exercises for the prevention of an unfavorable psycho-emotional state in people during magnetic storms
Research objectives- these are the research actions that must be performed to achieve the goal set in the work, solve the problem, or to test the formulated research hypothesis. Tasks should specify the goal. The formulation of tasks answers the question: What needs to be done to achieve the goal? Verbs commonly used in setting goals and objectives: investigate, study, compare, identify, find out, evaluate, select, test, determine, conduct, justify, analyze, show, reveal, consider, develop, create, recommend, etc. .
Example #1
Purpose of the study: to study the influence of magnetic storms and find out the effectiveness of using a special set of exercises for the prevention and correction of an unfavorable state of the body in people aged 40–55 and schoolchildren aged 16 during magnetic storms.
Tasks:
- To reveal the psycho-emotional state of persons 40-55 years old and schoolchildren 16 years old before and during magnetic storms.
- Find out the features of the physiological state of the body in people 40 - 55 years old and schoolchildren 16 years old before and during magnetic storms.
- To select a set of measures for the prevention and correction of an unfavorable psychophysical state during magnetic storms based on the study of special literature on this topic.
- Under experimental conditions, to test the selected set of exercises for the prevention and correction of the unfavorable state of the body during magnetic storms in both groups.
- To compare the psycho-emotional state and the physiological state of the cardiovascular system in two groups before and after the experiment and to identify its effectiveness.
- To develop practical recommendations for the prevention of the adverse effects of magnetic storms on the health of the body.
Example #2
The purpose of this work is to describe and analyze the causes and patterns of conscious change of profession as a phenomenon of professional development.
The general problem of studying a conscious change of profession was specified in the following research objectives:
- Systematization of the psychological reasons for a conscious change of profession and their assessment as signs of professional development.
- Analysis of the dynamics of representations about requirements labor activity in the process of professionalization.
- Analysis of the dynamics of the severity of professional orientation in the process of professional development.
- Analysis of the dynamics of the relationship of professionally important qualities in the process of mastering a profession.
- Building a model of conscious change of profession.
Research method is a method that allows you to solve problems and achieve the goal of the study. With the help of methods, the researcher obtains information about the subject being studied.
Answer the question: How are we going to solve the problem? How to find out about the subject of research of interest? There are theoretical, general scientific methods and empirical methods. The methods of empirical research (observation, survey methods, experiment, etc.) are based on experience and practice. The essence of empirical methods is the fixation and description of phenomena, facts, visible connections between them. Theoretical methods and methods of scientific knowledge involve a deep analysis of facts, the disclosure of significant patterns, the formation of mental models, the use of hypotheses, etc. hypotheses, the method of producing ideas.
Thus, the literacy and clarity of defining and setting goals and objectives of the research work of schoolchildren depends on how much the teacher owns the conceptual and methodological apparatus of research, and accordingly affects right choice research methods.
Bibliography
- Research activities of students. Scientific and methodological collection in two volumes / Under the general editorship of A.S. Obukhov. T1. Theory and Methods. - M.: All-Russian public movement creative educators"Researcher", 2008.-701s.
- Leontovich A.V. Training for the preparation of supervisors of research work for schoolchildren. Collection of questionnaires with comments // Journal Library, 2010
- "Research work of schoolchildren", series "Collections and monographs", M.-Researcher, 2009, 44 p.
- http// scool28kem.ucoz.ru Accompanying the teacher in the transition to the Federal State Educational Standard. Demenok T.Yu. Kemerovo
- http://mon.gov.ru National educational initiative "Our new school»
- http//researcher: Internet portal of the all-Russian movement of creative teachers "Researcher"
Program: ,
Lesson #2
Topic: "Research methods in biology".
Tasks:
Tutorials: To acquaint students with research methods in biology, to consider the sequence of the experiment, to identify what is the difference between a hypothesis and a law or theory.
Educational: Promote the development of intellectual skills and memory; continue the ability to compare and analyze, highlight the main thing and give examples. Form a complete picture of the world.
Educational: Contribute to the formation of a scientific outlook, implement environmental and aesthetic education, sexual and labor education.
Equipment: Tables depicting the sequence of the experiment. Presentation.
Working process:
I. Organizing time
II. Updating knowledge (10 minutes).
Work on cards (3 options): write a definition.
1 option:
3. Write a definition:
Option 2:
1. What kingdoms are distinguished in wildlife?
2. Why modern biology considered a complex science?
3. Write a definition:
Botany, geobotany, ornithology, physiology, histology, ecology, biochemistry.
3 option:
1. What kingdoms are distinguished in wildlife?
2. Why is modern biology considered a complex science?
3. Write a definition:
Zoology, bryology, paleobotany, ethology, anatomy, genetics, biotechnology.
III. Learning new material (20 minutes).
In the last lesson, we examined the concept of biology as a science in general. Today we will see what methods are used in biology.
The topic of our today's lesson: "Research methods in biology" ( slide 1 ). – entry in a notebook.
What research methods are used by this science - biology?
Question: Before we begin to consider, let's define what is science?
Science is one of the ways of studying and knowing the world around us ( slide 2 ). Notebook entry.
Biology helps to understand the world of wildlife. We already know that people have been studying wildlife since ancient times. 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.
What is the scientific method? The scientific method is a set of techniques and operations used in the construction of a system of scientific knowledge. - entry in a notebook.
Biology is multifaceted and therefore needs systematic and versatile methods of study. There are the following research methods (slide 3 ).
For example, many biological studies are carried out directly in nature - observation, description, comparison. At the same time, a significant part of the research requires a laboratory. AT laboratory conditions biologists set up experiments, carry out simulations. Biology is not alien to historical methods of research, because biology studies living organisms in development, and this development can last for millions of years.
Let's consider each separately: (notebook entry)
Observation (slide 4)
Intentional, purposeful perception of objects and processes in order to realize its essential properties. Observation is the starting point of all natural science research. In biology, this is especially noticeable, since the object of its study is a person and his environment. Live nature. Observation as a method of collecting information is chronologically the very first method of research that appeared in the arsenal of biology, this method has not lost its significance to this day. Observations may be direct or indirect, with or without technical aids. So, an ornithologist sees a bird through binoculars and can hear it, or can fix sounds with the device outside the range audible to the human ear.
Descriptive (slide 5)
To clarify the essence of the phenomenon, a person must first collect factual information, and then describe it and present it for use by other generations. The essence of this method is to collect information, describe the characteristics and behavioral signs of the process or living organism under study and study at the same time.
In the early period of the development of biology, it was the collection and description of facts that were the main methods of study. These same methods are still relevant today. Description - is the result of the interpretation of observations. For example, when compiling a description of a found skeleton, a paleontologist will name certain bones as vertebrae insofar as he uses the method of establishing an analogy with the skeletons of already known animals. Description is the main method of classical biology based on observation. Later, the descriptive method formed the basis of the comparative and historical methods of biology. Correctly composed descriptions produced in different places, at different times, can be compared. This makes it possible to study the similarities and differences between organisms and their parts by means of comparison.
Comparative method (slide 6)
In the XVIII century. the comparative method became popular. It is based on the comparison and study of similar and different features of living organisms, their structure. This method is the basis of systematics. Thanks to him, the largest generalization was discovered and the cellular theory was created. This method is still popular today. Comparison - comparing organisms and their parts, finding similarities and differences (for example, you observe insects and notice that many of them have black and yellow stripes. Many people think that they are all bees and wasps, so handle them carefully.
Historical (slide 7)
The historical method is used to study the patterns of appearance and development of organisms, the formation of their structure and functions.
Experiment (slide 8)
Purposeful study of phenomena under precisely established conditions, which makes it possible to reproduce and observe these phenomena. Full cycle pilot study consists of several stages. Like observation, an experiment presupposes a well-defined goal of the study. Therefore, when starting an experiment, it is necessary to determine its goals and objectives, to consider possible results. A scientific experiment must be well prepared and carefully conducted.
(Slide 9) So, as a result of observation and experiment, the researcher gains some knowledge about external signs, properties of the object or phenomenon being studied, that is, new facts. 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. - write the diagram in a notebook.
Let's write down the definitions of these methods: writing in a notebook (slide 10)
Observation - deliberate, purposeful perception of objects and processes in order to realize its essential properties;
Descriptive Method - consists in the description of objects and phenomena;
Comparison - comparison of organisms and their parts, finding similarities and differences;
historical method – comparison of observation results with previously obtained results;
Experiment - Purposeful study of phenomena under precisely established conditions, which makes it possible to reproduce and observe these phenomena.
How does scientific research work anyway? (slide 11) - write the scheme in a notebook.
Now consider the procedure for conducting a biological experiment: (slide 12) - writing in a notebook.
IV. Consolidation of the material (10 minutes). (slide 13).
Describe the stages of scientific research, using the example of studying the conditions necessary for seed germination (pp. 7-8).
v. Homework (slide 14).
§ 2. Describe the stage-by-stage conduct of a biological experiment on the topic:
Option I: "The impact of water pollution on the number of animals and plants";
Option II: "The influence of various types and doses of fertilizers on certain varieties of cultivated plants."
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, which is capable of serving as the basis for correct predictions, may 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 reliability. 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 - sufficient moisture - sufficient 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, air. 2. The most important conditions for seed germination are the presence of a full-fledged living embryo, water, heat, 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 kingdom. 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
"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).
Download:
Preview:
https://accounts.google.com
Slides captions:
"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 design 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 Increase in size Emergence of the root Emergence of the stem
Preview:
To use the preview of presentations, create a Google account (account) and sign in: https://accounts.google.com
Slides captions:
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
