Having worked through these topics, you should be able to:

1. Formulate in your own words the definitions: evolution, natural selection, struggle for existence, adaptation, rudiment, atavism, idioadaptation, biological progress and regression.
2. Briefly describe how a particular adaptation is preserved by selection. What role do genes play in this? genetic variation, gene frequency, natural selection.
3. Explain why selection does not produce a population of identical, perfectly adapted organisms.
4. Formulate what genetic drift is; give an example of a situation in which he plays important role, and explain why its role is especially great in large populations.
5. Describe two ways species arise.
6. Compare natural and artificial selection.
7. Briefly list aromorphoses in the evolution of plants and vertebrates, idioadaptations in the evolution of birds and mammals, angiosperms.
8. Name the biological and social factors anthropogenesis.
9. Compare the effectiveness of consuming plant and animal foods.
10. Briefly describe the features of the most ancient, ancient, fossil man, modern man.
11. Indicate the developmental features and similarities of human races.

Ivanova T.V., Kalinova G.S., Myagkova A.N. " General biology". Moscow, "Enlightenment", 2000

• Topic 14. " Evolutionary doctrine." §38, §41-43 pp. 105-108, pp. 115-122
• Topic 15. "Adaptability of organisms. Speciation." §44-48 pp. 123-131
• Topic 16. "Evidence of evolution. Development organic world." §39-40 pp. 109-115, §49-55 pp. 135-160
• Topic 17. "The Origin of Man." §49-59 pp. 160-172

Adaptation is understood as a set of morphophysiological, behavioral, population and other features of a given biological species, which ensures the possibility of its existence under certain conditions external environment.

General adaptations - adaptations to life in a wide area of ​​the environment . To adaptations general plan include, for example, the adaptability of vertebrate limbs to terrestrial environment(most reptiles, mammals), swimming (fish, whales)different, sea ​​turtles etc.), flight (birds, chiropteran mammals).

Particular adaptations - specializations for a particular lifestyle . Adaptations of a particular type include, for example, the adaptation of the limbs of vertebrates to running (antelopes, horses, ostriches, etc.), burrowing lifestyle (moles, mogers, zokor, mole rats, etc.), climbing trees (monkeys, sloths, woodpeckers, writing, etc.) various types flight (vultures, falcons, albatrosses, ducks, etc.; different wing structures are considered as adaptations to specific types of flight), different typesswimming treasures (sharks, sea turtles, penguins, seals). Many examples of private adaptations are associated with the presence of so-called protective coloring in animals.

Conventionally, several types of protective coloring (sometimes forms) are distinguished: camouflage, mimicry, demonstration.

Disguise

The wasp fly imitates a wasp (mimicry)

Demo example

There are many transitions between the selected types.

Camouflage is a device in which the body shape and color of animals merge with surrounding objects. For example, the moth butterfly caterpillar looks like a twig, the stick insect looks like a dry branch, Australian rag fish look like coastal algae, the following main types of camouflage coloring are distinguished: cryptic (provides similarity with the surrounding background); dismembering (“blurs” the outline of the animal; characteristic of eggs, and sometimes of birds themselves, nesting openly on the ground - waders, ducks, nightjars, etc.); concealing (based on the principle of “countershadow”).

Camouflage coloration is especially important for protecting the body on early stages individual development(eggs, larvae, chicks, young mammals, etc.). In open nesting birds, females have this coloration, which is especially necessary during the incubation period. Dismembering coloration can be found in predators that use long-term stalking of prey: tiger, leopard, jaguar, perch, etc. Some animals are capable of quickly changing color depending on changes in the surrounding background, for example different kinds flounder, chameleons.

Mimicry - the similarity of defenseless and edible type with one or several representatives of unrelated species, well protected from attack and eating by predators (mimetism) or plants and objects environment(mimesia). Various shapes mimetism is characteristic of a number of insect species (flies imitate wasps, bumblebees), snakes (not Poisonous snakes imitate the color and behavior of poisonous ones). The following examples of mimesia are textbook: some seahorses, for example the raghorse, resemble algae; the eggs of some waders (oystercatchers, plovers) are similar in color and shape to pebbles (closed nesting birds, for example, in hollow nesters, the eggs are uncolored); the moth butterfly caterpillar resembles a dry twig; the stick insect resembles dry twigs; the name leaf fish speaks for itself; some butterflies look like dry leaves and even imitate their falling when flying, etc.

There are two forms of mimicry: Batesian (named after G. Bates) and Müllerian (F. Müller). An example of Batesian mimicry is the case of resemblance individual species white butterflies are inedible, brightly colored and foul-smelling heliconid butterflies. In a variant of Müllerian mimicry, several protected species of animals have a similar appearance and coloration - they form a collection of species called a “ring”. So, many types of wasps are similar to each other. Poisonous insects(soldier bug, blister beetle, seven-spotted ladybug) have a frightening color - red with black spots. Insectivorous birds, having developed a “disgust reflex” on one species, no longer touch the “ring” species.

Mimicry in plants serves to repel or attract animals. For example, the nectar-free flowers of the bellozor are similar to honey-bearing flowers and similarly attract pollinating insects. Trapping devices of insectivorous plants “imitate” bright flowers other types and suchway to lure insects into a trap. It is believed that the emergence of mimicry is associated with the selective extermination of animals or plants.

Demonstration (threatening or warning color or shape). An animal with poisonous teeth (poisonous snakes), stinging devices (stinging hymenoptera: bees, wasps), poisonous skin glands (amphibians: fire salamander, fire toad, etc.) usually “broadly announces” this. Such typeshave a repellent coloration (Müllerian mimicry) or a special “pattern” (for example, some snakes), which are well remembered by other animals. A number of poisonous snakes announce their presence not so much by color as by sounds,

mainly of the so-called instrumental nature, i.e. produced either by friction of scales (efa), or by means of a special “rattle” at the tip of its tail (rattlesnakes).

The origin of adaptations and their relativity . Evolution is aimed at acquiring adaptations. A priority scientific explanation cases of adaptation of animals and plants belongs to Charles Darwin. J. B. Lamarck believed that organisms have an innate ability to change under the influenceexternal environment and only in a direction that is useful for them. It is unlikely that the appearance of spines in porcupines, hedgehogs, and tenrecs (Madagascar bristly hedgehogs) is directly related to the manifestation of environmental conditions. C. Darwin showed that adaptations arise as a result of action natural selection. Only those with sharper and stronger spines survived the fight against predators and were able to leave viable offspring. Thus, from generation to generation, those useful hereditary changes that contributed to the preservation and prosperity of the species accumulated and were consolidated.

As a result historical development living beings, their entire organization turns out to be deeply adaptive. However, the adaptability of organisms to the environment, despite all its perfection, is not absolute, but relative. The relativity of adaptations is primarily due to the fact that environmental conditions often change much faster than certain adaptations are formed. And existing adaptations lose their significance for the body in a transformed environment.

The following examples can serve as evidence of the relativity of adaptations:

1) an organ that is useful in some conditions becomes useless and even relatively harmful in another environment: the relatively long wings of swifts, adapted for rapid, long flight, create certain difficulties when taking off from the ground; long wings seabird- the frigate does not allow her to rise from the smooth surface of the sea; the wandering albatross is unable to take off from the deck of the ship;

2) protective devices from enemies are also relative: poisonous snakes (for example, vipers) are eaten by hedgehogs and pigs, which are not very susceptible to their poison; large lizard — gray monitor lizard- low sensitivity to cobra venom;

3) the manifestation of instincts may also be inappropriate: for example, defensive reaction(releasing a stream of foul-smelling liquid) of a skunk directed at a moving car (unfortunately, it happens that for this reason these animals die on US roads);

4) the observed “overdevelopment” of some organs that become a hindrance to the body (the phenomenon of hypermorphosis): huge (up to 3 m or more in span) antlers of the extinct big-horned deer (Megaceros eurycerus); overdeveloped babirussa fangs ( wild pig); terrifying fang-daggers of the extinct saber tooth tigers(mahairods, smilodons), excessively long tusks of ancient proboscideans - mastodons.

Ending. See No. 21/2006

The adaptability of organisms is the result of the action of evolutionary factors.
Relative nature of adaptations

11th (9th) grade (2 hours)

Lesson 2. The mechanism of occurrence of adaptations and their relative nature

Methodological support

The second lesson on this topic uses elements of group thinking technology. Target its applications:

– activation of students’ mental activity during lessons;
– developing the ability to apply knowledge in a new situation;
– developing skills to establish cause-and-effect relationships.

Teaching techniques used: “Clusters”; "Thought in circles"; work according to the algorithm; "Business card report."

Stages of work:

– checking homework;
– motivation educational activities: Creation problematic situation, individual work students;
– teacher’s story; teaching students a scheme for analyzing the mechanisms of adaptation;
– joint discovery of knowledge (students’ activities: dividing into groups; work in groups on the instructions of the teacher (as a variant of laboratory work), teacher’s activities: correcting students’ answers, directing the work of groups);
– independent application of knowledge: presentation of their material by each group and collective discussion;
– summing up the lesson (“Report on a business card”, joint formulation of conclusions, students making changes to their notes).

Planned result: show the need to know the mechanisms of adaptation to explain the action of natural selection.

Lesson grades: for homework; for performance from the group; for the “Business Card Report”; behind laboratory work- based on the results of checking the notebooks.

Materials for the lesson:

– educational cards with statements corresponding to the points of view of Linnaeus, Lamarck, Darwin;
– schemes for analyzing the mechanisms of adaptation for each group;
– tables, living objects or herbariums and stuffed animals for laboratory work.

DURING THE CLASSES

To live means to react, and not to be a victim.

Checking homework

Option 1. Mutual adaptations between predators and prey.

Predators

Development of organs for capturing, holding, killing prey (teeth, beak, claws).

Masking coloring.

Development of organs for pursuit (fast and maneuverable running, swimming or flying).

Release of paralyzing poisons.

Output special ways behavior (pursuit, waiting in ambush).

Weaving trapping nets (for example, cobwebs).

Victims

Development of protective organs (stings, needles).

Organ development mechanical protection(shell).

Protective painting or scary designs (eg “eyes”).

Development of organs for avoiding a predator (fast and maneuverable running, swimming or flying).

Release of poisons, repellent and irritating odors.

Development of special methods of behavior (hiding, fast movement).

Construction of shelters (for example, caddisfly houses).

Lack of locomotion and remote sensory organs.

Absence of mouth, intestines.

Special attachment organs (suction cups, hooks).

Lack of pigmentation.

Anaerobic.

Big number descendants, there is no care for offspring.

Change of generations, complex metamorphosis.

Change of owners.

Examples of organisms: roundworm, tapeworm, echinococcus, etc.

No active movement (eg insects without wings).

Special organs for eating (piercing proboscis, sucking organs).

Organs of attachment to the host.

Numerous offspring.

Examples of organisms: lice, fleas, leeches, bed bugs and etc.

Reduction of assimilation organs.

Heterotrophic type of nutrition.

Formation of sucking roots.

Numerous flowers and seeds.

Motivation for learning activities

The “Clusters” technique is used (from the English. clustery– growing in bunches, brushes, clusters). This is one of the ways to organize information, usually in the form of a diagram, a working model of a situation, a tree of concepts, or a terminological map.

What factors are necessary for adaptations to occur? (All student proposals are recorded on the board.)

Teacher. As you know, the most significant contribution to the development of evolutionary ideas in the 18th–19th centuries. contributed by K. Linnaeus, J.B. Lamarck, C. Darwin. Evolutionary theory
Darwin served as the basis for the creation of the modern synthetic theory of evolution (STE).

Try to classify the proposed statements into three categories:
– corresponds to the views of Linnaeus;
– corresponds to the views of Lamarck;

– corresponds to the views of Darwin (STE).

(Students work independently.)

Statements
1. Adaptations arise as a result of new mutations.
2. The adaptability of organisms is a manifestation of initial expediency.
3. Organisms have an innate ability to change under the influence of the external environment.
4. Adaptations are fixed as a result of natural selection. 5. One of driving forces
evolution - the desire of organisms for perfection.
6. The driving force of evolution is the natural laws of nature.
8. The driving force behind the emergence of fitness is God.
9. Characteristics acquired during the interaction of an individual with the environment are inherited.

Answer: Linnaeus – 2, 8; Lamarck – 3, 5, 7, 9;

STE – 1, 4, 6.

Checking the completion of the task is carried out using the “Thinking in a circle” technique. The goals of this technique are: not to be afraid of mistakes;

learn to listen to others; be able to analyze and summarize the material heard.

The numbers of statements are written on the board, then the first student of any row (at the teacher’s choice)

1. Adaptations arise as a result of mutations and are fixed by natural selection. 2. The driving force of evolution is the natural laws of nature. Taking advantage

table data

, try to answer the question: what is the mechanism by which adaptations arise? After the discussion, the teacher writes on the board the name of the lesson topic and a diagram for analyzing the mechanisms of adaptation.

Teacher. Changes are made to the original cluster:
The most important factors for the formation of adaptations are circled, the rest are erased. In large populations, the guiding factor of evolution is natural selection, and in small populations it is genetic drift, the effect of which is weakened in large populations. It should be borne in mind that genetic drift does not always lead to adaptation of organisms: it can even be destructive for a population, worsening its adaptability to environmental conditions. In addition, it must be remembered that Charles Darwin emphasized that all devices, no matter how perfect they are, are relative and in this place), and not to everyone possible conditions environment.
The following facts can serve as evidence of the relativity of devices (written in notebooks):

1. Protective devices are ineffective in unusual conditions: for example, when the snow falls on time, the white hare, which has molted for the winter, is clearly visible against the background of the dark earth.

2. The manifestation of instincts in animals may be inappropriate: for example, small birds continue to waste energy feeding the cuckoo chick that threw their offspring out of the nest.

3. Organs and structures that are useful for some purposes may turn out to be harmful in other conditions - for example, the wings of a swift provide it with very fast and maneuverable flight, but do not allow it to take off if the bird accidentally ends up on the ground (swifts nest only on high cliffs); The bright coloring of the male peacock ensures his success with females, but at the same time attracts predators.

Then the teacher advises the students to make changes to the title of the topic being studied: “The mechanism of the occurrence of adaptations and their relative nature”

Next, each student is randomly given a card containing an ideogram (drawing, short note) of a certain organism. The guys who received the same cards are united into groups and given a task.

Exercise: Using the knowledge acquired in the lesson, explain how the following could arise:

– stripes on the skin of a tiger (1st group);
– long ears in the hare (2nd group);
– protective coloration in the grasshopper (3rd group);
– elephant trunk (4th group);
– thick fur of the Arctic fox (5th group).

Note: the set of tasks may be different - depending on the manuals available in the biology classroom (tables, illustrations, living plants or herbariums and stuffed animals).

On the board, the teacher writes an algorithm according to which it is necessary to analyze the object.

Students work in groups: make notes in notebooks; prepare and then present their material (any student can be a delegate from the group). After each presentation there is a group discussion.

At the final stage of the lesson, the “Business Card Report” technique is used: conclusions corresponding to the materials of this and the previous lessons are formulated and recorded in a notebook, i.e. on the topic as a whole).

Business card report:

– a kit has been prepared for all students “ business cards» with surnames and first names;
– before the start of the lesson, all business cards are shuffled and placed in a pile on the teacher’s desk;
– the owner of the top card must speak at the end of the lesson with a summary of the lesson topic.

The speaker is not known until the end of the lesson, so the technique captivates the children with its playful side and supposed responsibility.

Interest also increases if the teacher acts as a participant in this game and puts his business card in a common pile.

After the mini-report, the joint formulation of conclusions is carried out:
– any type of living organism is adapted to the conditions in which it lives;
– adaptations of organisms to their environment are manifested at all levels of organization – biochemical, cytological, histological, anatomical; – physiological adaptations – example of reflection structural features
organizations in given conditions of existence; – caring for offspring arises as a way to ensure the survival of the species against the background of a high degree of development nervous system and is one of the forms;
physiological adaptations

– any adaptations are relative and expedient only in specific conditions of existence.

Thus, fitness is the relative expediency of the structure and functions of an organism, which is the result of natural selection, eliminating individuals unadapted to given conditions of existence.

1. Homework

Analyze the following terms and write down the associations that arise in your notebook:
1st option – pre-adaptation;

2.

2nd option – maladjustment.
1st option – the presence of a shell in terrestrial turtles;

Note: 2nd option – constant growth of incisors in rodents. some classes have difficulty teamwork , so the lesson can be taught in the form independent work

3. with the textbook, and it will be useful to use the table “The emergence of devices.”

Explain how the striped coloration of a tiger, the long ears of a hare and the trunk of an elephant could arise from the point of view of:
1st option – Linnaeus;
2nd option – Lamarck;

4. 3rd option – synthetic theory of evolution.

Explain the relativity of the following devices:
1st option – absence or underdevelopment of sense organs in cave animals;
2nd option – leaves-needles of a cactus;

3rd option – a thick layer of fat in northern whales.

Methods of working with labyrinths:

the maze consists of statements with which the student either agrees or disagrees;

depending on the decision, he moves through the maze according to the arrows, reaching the correct answer or getting into a dead end;

Note: If this maze is completed correctly, the word “adaptation” is written in reverse order to eliminate guessing (“eggsatpada”).

Target: to form students’ knowledge about the adaptability of organisms to the environment.

Tasks:

educational: the formation of knowledge about the various ways in which organisms adapt to the environment;

developing: the ability to work with a textbook, analyze, compare, highlight the main thing, think logically

educational: promoting aesthetic education, forming a scientific worldview.

Equipment: table “Adaptability and its relative character”, photographs, drawings, collections of plant and animal organisms, presentation.

During the classes

In the shape of frontal conversation asked to answer questions.

1. How to explain the adaptability of living beings to their environment?

2. How did the diversity of species existing in nature arise?

3. Why does the organization of living beings increase during evolution?

To the questions: what explanation of the fitness of organisms was common in the 18th century? How did Lamarck explain these phenomena? - students easily give answers, which the teacher summarizes with a remark about the contradictions between scientific facts that reveal the perfection of the organic world and the explanations offered at that time.

Students in groups receive assignments and different objects to work on:

Consider the fruits and seeds of birch, pine, dandelion, poppy, etc. and determine the nature of their adaptability to distribution.

Students record the results of their work in a table.

Each group of students makes a report on the results of their work, showing objects. Generalizations are then made about the variety of adaptations in the same environment based on the findings from the groups.

Much attention should be paid to the explanation of the emergence of adaptations according to Darwin's doctrine of natural selection in comparison with Lamarck's explanation.

It is necessary to ensure that students can correctly explain from the perspective of Darwin’s teaching how this or that device arose.

The description of education is read and understood long legs And long neck according to Lamarck and Darwin.

Students are then asked to explain the occurrence:

• white coloration of polar animals;
• hedgehog quills;
• shells of mollusks;
• wild rose aroma;
• similarities between the moth caterpillar and a twig

When answering, students give explanations of facts based on Darwinian teaching; comparisons with a possible interpretation of the same examples according to Lamarck reveal its ideological essence.

The main attention is paid to elucidating the reasons why Lamarck's theory was powerless to explain the origin of organic evolution, which was brilliantly done by Charles Darwin.

Adaptation, or adaptation, is the ability of an organism to survive and leave offspring in a given environment.

Examples of fitness

TO morphological adaptations include: protective coloring, camouflage, mimicry, warning coloring.

TO ethological or behavioral include – threatening poses, stocking food.

Physiological adaptation is a set of physiological reactions that underlie the body’s adaptation to changes in environmental conditions and aimed at maintaining the relative constancy of its internal environment - homeostasis.

Chemical interaction (ants secrete enzymes that are used by family members to coordinate activities)

Conservation of water in a cactus

Caring for offspring is a chain of sequential reflexes developed during the process of evolution, ensuring the preservation of the species.

The tilapia fish carries eggs and young fish in its mouth! The fry calmly swim around their mother, swallow something, and wait. But as soon as the slightest danger arises, the mother gives a signal, sharply moving her tail and quivering her fins in a special way, and... the fry immediately rush to the shelter - the mother's mouth.

Some species of frogs carry eggs and larvae in special brood pouches.

In mammals - in the construction of lairs, burrows and other shelters for future offspring, maintaining the cleanliness of the body of the cubs, this instinct, apparently, is characteristic of all mammals without exception.

The origin of adaptations and their relativity

C. Darwin showed that adaptations arise as a result of the action of natural selection. The following examples can serve as proof of the relativity of adaptations:

1) useful organs in some conditions become useless in others: the relatively long wings of swifts, adapted for rapid flight, create certain difficulties when taking off from the ground

2) protective devices from enemies are relative: poisonous snakes (for example, vipers) are eaten by hedgehogs

3) the manifestation of instincts may also be inappropriate: for example, a defensive reaction (releasing a stream of foul-smelling liquid) of a skunk directed against a moving car

4) the observed “overdevelopment” of some organs, which becomes a hindrance for the body: the growth of incisors in rodents when switching to eating soft food.

Students should firmly understand that Darwin's teachings about relative fitness as a result of natural selection, it completely refutes idealistic statements about the divine origin and absolute nature of organic purposiveness (C. Linnaeus), as well as about the innate ability of the body to change under influence only in a direction that is beneficial for them (Lamarck).

1. An example of a protective coloring is:

a) the similarity of the shape and color of the body with surrounding objects;

b) imitation of the less protected by the more protected;

c) alternating light and dark stripes on the tiger’s body.

2. The bright coloring of ladybugs, many species of butterflies, some species of snakes and other animals with odorous or poisonous glands is called:

a) camouflage;

b) demonstrating;

c) mimicry;

d) warning.

3. The variety of devices is explained by:

a) only the influence of environmental conditions on the body;

b) interaction of genotype and environmental conditions;

c) only by the characteristics of the genotype.

4. Example of mimicry:

b) the ladybug has a bright red color;

c) similarity in the color of the abdomen of the hoverfly and the wasp.

5. Masking example:

a) green coloration of the singing grasshopper;

b) similarity in the color of the abdomen of the hoverfly and the wasp;

c) bright red color of the ladybug;

d) the similarity in color of the caterpillar and moth butterfly with a knot.

6. Any fitness of organisms is relative, because:

a) life ends in death;

b) adaptation is appropriate in certain conditions;

c) there is a struggle for existence;

d) adaptation may not lead to the formation of a new species.

Bibliography

1. Mamontov S.G. General biology: Textbook. for students of secondary specialization. textbook institutions – 5th ed., erased. – M.: Higher. school, 2003.
2. General biology: textbook. for students Educated

institutions of the environment prof. education / V.M.

• Konstantinov, A.G. Rezanov, E.O. Fadeeva; edited by
• V.M. Konstantinov. -M.: Publishing Center “Academy”, 2010. In the process of evolution occurs (results of evolution):
• Change, complication of organisms. The emergence of new species
  • (increase in the number [diversity] of species).
  • Adaptation of organisms
  • to environmental conditions (living conditions), for example: pest resistance to pesticides,,
  • resistance of desert plants to drought, plant adaptability to,
  • pollination by insects warning (bright) color),
  • poisonous animals

mimicry (imitation of a harmless dangerous animal protective coloring and shape (invisibility against the background). All fitness is relative

, i.e. adapts the body to only one specific condition. When conditions change, fitness can become useless or even harmful (

dark moth on environmentally friendly birch).).

Population – unit of evolution A population is a collection of individuals of the same species living for a long time in a certain part of the range (elementary structural unit of type

Within a population free crossing).

, interbreeding between populations is limited.

Populations of the same species are slightly different from each other because natural selection adapts each population to the specific conditions of its range (population - unit of evolution

Microevolution and macroevolution- this is the process of formation of large systematic units, supraspecific taxa - genera, families and higher.

Match features biological system and a system for which these features are characteristic: 1) population, 2) species. Write numbers 1 and 2 in the correct order.
A) elementary unit evolution in accordance with STE
B) representatives may never meet due to isolation
C) the probability of interbreeding between members of the group is maximally probable
D) breaks up into smaller, separate groups
D) the distribution area can cover several continents

Answer

Choose one, the most correct option. The emergence of adaptation of species to their environment is the result
1) the appearance of modification changes
2) interaction of evolutionary factors
3) complications of their organization
4) biological progress

Answer

Answer

Establish a correspondence between the characteristic of evolution and its feature: 1) factor, 2) result
A) natural selection
B) adaptability of organisms to the environment
B) formation of new species
D) combinative variability
D) preservation of species in stable conditions
E) struggle for existence

Answer

Choose one, the most correct option. The result of plant macroevolution is the emergence of new
1) types
2) departments
3) populations
4) varieties

Answer

Choose one, the most correct option. The elementary evolutionary unit is considered
1) view
2) genome
3) population
4) genotype

Answer

Choose one, the most correct option. Macroevolution is called historical change
1) biocenoses
2) populations
3) supraspecific taxa
4) types

Answer

Establish a correspondence between the characteristics of the evolutionary process and the level of evolution at which it occurs: 1) microevolutionary, 2) macroevolutionary. Write numbers 1 and 2 in the correct order.
A) new species are formed
B) supraspecific taxa are formed
C) the gene pool of the population changes
D) progress is achieved through idioadaptations
D) progress is achieved through aromorphosis or degeneration

Answer

Read the text. Choose three true statements. Write down the numbers under which they are indicated. (1) Evolutionary process consists of macroevolution and microevolution. (2) Microevolution occurs at the population-species level. (3) The guiding factor of evolution is the struggle for existence. (4) The elementary unit of evolution is the class. (5) The main forms of natural selection are driving, stabilizing, and breaking.

Answer

Choose one, the most correct option. Cannot be considered a consequence of the evolution of organisms
1) adaptability of organisms to their environment
2) diversity of the organic world
3) hereditary variability
4) formation of new species

Answer

Choose one, the most correct option. The results of evolution include
1) variability of organisms
2) heredity
3) adaptability to environmental conditions
4) natural selection of hereditary changes

Answer

Choose one, the most correct option. The tiered arrangement of tree root systems in the forest is a device that was formed under the influence of
1) metabolism
2) circulation of substances
3) driving forces of evolution
4) self-regulation

Answer

Select three provisions of the synthetic theory of evolution.
1) unit of evolution – population
2) unit of evolution – species
3) factors of evolution - mutational variability, genetic drift, population waves
4) factors of evolution - heredity, variability, struggle for existence
5) forms of natural selection – driving and sexual
6) forms of natural selection – driving, stabilizing, disruptive

Answer

Read the text. Select three sentences that describe examples of mimicry in nature. Write down the numbers under which they are indicated. (1) Female birds nesting on the ground practically blend into the general background of the area. (2) Eggs and chicks of these bird species are also invisible. (3) Many non-venomous snakes

Answer

very similar to poisonous ones. (4) A number of stinging insects or insects with poisonous glands develop bright colors that discourage anyone from trying them. (5) Bees and their imitators, hover flies, are unattractive to insectivorous birds. (6) Some butterflies have a pattern on their wings that resembles the eyes of a predator. Read the text. Choose three sentences that describe examples of protective coloration in nature. Write down the numbers under which they are indicated.(1) Female birds nesting on the ground practically blend into the general background of the area, and their eggs and chicks are also invisible. (2) Similarity to objects in the environment also allows many animals to avoid collisions with predators. (3) A number of stinging insects or insects with poisonous glands develop bright colors that discourage anyone from trying them. (4) Very common among animals in the Far North white color. (5) Some butterflies have a pattern on their wings that resembles the eyes of a predator. (6) In some animals, spotted coloring imitates the alternation of light and shadow in

Answer

Look at the picture of a birch moth butterfly and determine (A) the type of adaptation, (B) the form of natural selection, and (C) the direction of evolution that led to the formation of the two forms of butterflies. Write down three numbers (numbers of terms from the proposed list) in the correct order.
1) idioadaptation
2) mimicry
3) convergence
4) driving
5) aromorphosis
6) disguise
7) stabilizing

Answer

Consider the drawing depicting the forelimb of different animals and determine (A) the direction of evolution, (B) the mechanism of evolutionary transformation, (C) the form of natural selection that led to the formation of such organs. For each letter, select the corresponding term from the list provided.
1) aromorphosis
2) stabilizing
3) general degeneration
4) divergence
5) driving
6) idioadaptation
7) morphophysiological regression
8) convergence

Answer

Consider the drawing with the image seahorse and identify (A) the type of adaptation, (B) the form of natural selection, and (C) the path of evolution that led to the formation of such an adaptation in a given animal. For each letter, select the corresponding term from the list provided.
1) tearing
2) disguise
3) idioadaptation
4) dismembering coloring
5) parallelism
6) mimetism
7) driving

Answer

Look at the picture of a hummingbird and an anteater and identify (A) the type of adaptation, (B) the form of natural selection, and (C) the path of evolution that led to the formation of such adaptations. For each letter, select the corresponding term from the list provided.
1) driving
2) disruptive
3) degeneration
4) idioadaptation
5) divergence
6) specialization
7) sexual dimorphism

Answer

Choose two correct answers out of five and write down the numbers under which they are indicated. What processes occur at the population level?
1) ontogeny
2) divergence
3) embryogenesis
4) aromorphosis
5) free crossing

Answer

Read the text. Select three sentences that describe a population as a unit of evolution. Write down the numbers under which they are indicated.

Answer

Read the text. Choose three sentences that correctly characterize the population as a unit of evolution of the organic world. Write down the numbers under which they are indicated. (1) A population is a collection of freely interbreeding individuals, long time inhabiting common territory . (2) The main characteristics of a population are size, density, age, sex, spatial structure , which allows individuals to interbreed freely and produce fertile offspring. (3) The population is structural unit biosphere. (4) Population is an elementary unit of systematics of the organic world. (5) Larvae different insects , living in fresh water

Answer

, represent the population. (6) In a population, some individuals die and others survive, so it exists for a long time.
Choose three options. Which of the following examples illustrate the results of the evolution of the organic world? 1) protective coloring polar bear
, white partridge, living in the north
2) the struggle for survival between pines and spruces in the forest
3) development by humans of new varieties of plants and animal breeds
4) warning (threatening) coloring of ladybugs
5) stopping the flow of genes from population to population (isolation)

Answer

6) the similarity of the body shape and color of unprotected animals with protected ones
1) alternation of bright spots, stripes, body parts
2) merges with the main background of the environment
3) hides the object against the background of stripes of light and shadow
4) mimicry
5) knot-shaped or leaf-shaped
6) ladybug beetle, fire bug, dart frogs
7) glass butterfly, hoverfly

Answer

8) stick insect, mantis
Analyze the table “Adaptability of Organisms.” For each letter, select the corresponding term from the list provided.
1) flattened
2) torpedo-shaped
3) spherical
4) hides organisms during group movement
5) makes the organism invisible among environmental objects
6) crabs, shrimp
8) 7) mantis, stick insect ragpicker seahorse

Answer

, anglerfish