Biology Olympiad. A look from within. Cut out. Olympiad in Biology Quick preparation for the Olympiad in Biology

An excellent in-depth knowledge of theory is important for the successful passage of both the theoretical and practical rounds of the All-Russian Olympiad in Biology. Therefore, the sooner you start studying it, getting acquainted with additional materials that go beyond the scope of the school curriculum, the higher your results will be.

We present you a list of tutorials that will help you gain the necessary knowledge.

Botany

• Fedorov A. A. "The life of plants in 6 volumes." - M .: Education, 1974-1982.
• Alekseev Yu. E., Novikov V. S., Skvortsov V. E., Lovyagin S. N. “Key to plants of the non-chernozem center of European Russia by vegetative characteristics”. - M.: Russian University, 2000. - 192 p.
• Chub V. V. “Botany. Part 1. The structure of the plant organism. – M.: MAKS Press, 2005. – 116 p.
• Sitte P., Weiler E. W., Kaderait J. W., Brezinski A., Kerner K.; based on the textbook by E. Strasburger [and others]; per. with him. Khmelevskoy N.V., Tarasova K.L., Glazunova K.P., Sukhorukova A.P. "Botany. Textbook for universities: in 4 volumes. - M.: Publishing Center "Academy", 2007.
• Vasiliev A. E. et al. "Botany: Anatomy and morphology of plants: Textbook". – M.: Enlightenment, 1988. – 480 p.
• Takhtadzhyan A. L. "World of Plants". - M.: Enlightenment, 1980. - 475 p.
• Fedorov A. A., Kirpichnikov M. E., Artyushenko Z. T. “Atlas of descriptive morphology of higher plants. - M.-L.: Publishing House of the Academy of Sciences of the USSR, 1956. - 304 p.

plant physiology

• Held G. - V. Plant Biochemistry. – M.: BINOM. Knowledge Laboratory, 2014. - 473 p.
• Sitte P., Weiler E. W., Caderait J. W., Brezinski A., Körner K.; based on the textbook by E. Strasburger [and others]; per. with him. Artemyeva O.V., Vlasova T.A., Karnaukhova I.G., Kolesova N.B., Cherednichenko M.Yu.. Ed. Chuba V. V. “Botany. Textbook for universities: in 4 volumes: Vol. 2. Plant Physiology. - M .: Publishing Center "Academy", 2008. - 496 p.
• Alekhina N. D., Balnokin Yu. V., Gavrilenko V. F. et al. / Ed. Ermakova I.P. Plant Physiology. – M.: Moscow. "Academia", 2005. - 640 p.
• Medvedev S. S. Plant Physiology. – M.: St. Petersburg University Publishing House, 2004. – 336 p.
• Eduardo Zeiger, Lincoln Taiz Plant Physiology. 6th Edition". – M.: Sinauer Associates, 2010.

invertebrate zoology

• Sharova I.Kh. "Zoology of invertebrates" - M.: Vlados, 2002. - 593 p.
• Dogel V.A. "Zoology of invertebrates" - M .: Higher school, 1981. - 606 p.

Vertebrate zoology

• Naumov N.P., Kartashev N.N. Zoology of vertebrates. In 2 volumes. - M.: Higher School, 1979. - 333 p.
• Shmalgauzen I.I. "The Origin of Terrestrial Vertebrates". – M.: Nauka 1964. – 273 p.
• Dzerzhinsky F.Ya., Vasiliev B.D., Malakhov V.V. "Vertebrate Zoology" - M.: Academy, 2013. - 465 p.
• Dzerzhinsky F.Ya. "Comparative anatomy of vertebrates" - M .: Aspect Press, 2005. - 304 p.

human anatomy

• Sapin M.R. "Human Anatomy in Two Volumes". – M.: Medicine; 4th edition, 1997 - 1100 p.
• F. Kishsh, J. Sentagotai "Anatomical atlas of the human body in 3 volumes." – M.: Hungarian Academy of Sciences, 1973. – 312 p.

Histology

• Afanasiev Yu.I., Yurina N.A., Kotovsky E.F. “Histology, Cytology and Embryology; ed.5". - M.: Medicine, 2002. - 800 p.
• Zavarzin A.A. "Comparative histology". - St. Petersburg. un-ta, 2000. - 520 p.
• Yurina N.A., Radostina A.I. Workshop on histology, cytology and embryology: Proc. Benefit. - M.: Publishing House of UDN, 1989. - 253 p.
• Kuznetsov S.L. and Mushkambarov N.N., Goryachkina V.L. "Atlas of histology, cytology and embryology" - M .: Medical Information Agency, 2002. - 374 p.
• Chentsov Yu.S. "Introduction to Cell Biology". - M.: ICC "Akademkniga", 2004. - 495 p.
• Alberts B., Bray D., Lewis J., Raff M., Roberts K., Watson J. "Molecular Biology of the Cell". – M.: Mir, 1986. – 312 p.

Physiology of man and animals

• Schmidt R., Tews G. (ed.) "Human Physiology in 3 volumes". - M.: Mir, 1996. - 323 p.
• Kogan A.B. Fundamentals of the Physiology of Higher Nervous Activity. - M.: Higher School, 1988. - 368 p.
• H.H. Danilova, A.L. Krylov Physiology of Higher Nervous Activity. - Rostov n / a: "Phoenix", 2005. - 478 p.
• Danilova H.H. , Krylova A.L. - Bilich G.L., Krzhizhanovsky V.A. "Biology. Full course. Volume. 1. Anatomy. – M.: ONIKS, 2005. – 544 p.
• Kamkin A.G., Kamensky A.A. "Fundamental and Clinical Physiology". - M .: "Academy", 2004. - 1073 p.
• Schmidt R., Tews G. “Human Physiology. Volume 1-3". – M.: Mir, 1996 – 330 p.
• Dubynin V.A. Regulatory systems of the human body. – M.: Bustard, 2003. – 368 p.

Embryology

• Tokin B.P. "General Embryology". - M .: M .: Higher school, 1987.- 480 p.
• Gilbert S. Developmental Biology in 3 Volumes. – M.: Mir, 1995.
• Belousov L.V. "Fundamentals of General Embryology". - M.: Nauka, Moscow University Press, 2005. - 368 p.

Microbiology

• Schlegel G. "General Microbiology". – M.: Mir, 1987. – 567 p.
• Gusev M.V., Mineeva L.A. "Microbiology". - M.: MGU, 1992. - 448 p.
• Pozdeev O.K. "Medical Microbiology". - M.: GEOTAR-MED, 2002. - 768 p.
• Vorobyov A.A., Bykov A.S. "Atlas of Medical Microbiology, Virology and Immunology". - M.: Medical Information Agency, 2003. - 236 p.

Molecular biology

• Ed. Llewina B. and others. translation from English. Filippovich I. V. Ed. Chentsova Yu. S. "Cells". – M.: Binom. Knowledge Laboratory, 2011. - 951 p.
• Lewin B., trans. from English. Kofiadi I.A. [and etc.]. Ed. Rebrikov. D.V. "Genes". – M.: Binom. Knowledge Laboratory, 2011. - 896 p.
• Alberts B., Bray D., Lewis J., Raff M., Roberts K., Watson J. “Molecular Biology of the Cell. In 3 volumes. - M.: Mir, 1993. - 539 p.

Biochemistry

• White A., Handler F. et al. Fundamentals of Biochemistry: in 3 volumes. - M.: Mir, 1981. - 534 p.
• Nelson D., Cox M. Lenninger's Fundamentals of Biochemistry. Textbook in 3 volumes. – M.: Laboratory of Knowledge, 2017 – 694 p.
• Kolman Ya., Rem K. "Visual biochemistry", - M .: Knowledge Laboratory, 2018. - 509 p.
• Kazimirsky A. N. "Vitamins and coenzymes".

Genetics

• Inge-Vechtomov S.G. "Genetics with the basics of selection". - M.: Higher school, 1989. - 592 p.
• Course of lectures on general and molecular genetics by I. F. Zhimuleva, 2007.

Attention! Don't try to memorize all of them completely. It makes sense to focus on key ideas, laws, logic.

In order to understand which sections you should pay special attention to, solve the Olympiad tasks of past years. Better yet, sign up for full-time courses and study at Coalition visiting schools, where teachers will help you systematize your preparation and study all the necessary topics that will be encountered at the Olympiads.

The All-Russian Olympiad for Schoolchildren in Biology is designed for students aged 6–11 classes. The first competitions were held in individual schools and cities. Since 1950, the Biology Olympiad has been organized by the Faculty of Biology and Soil of the Moscow State University. M. V. Lomonosov.

The winners of the Olympiad were such well-known biologists as, for example, A. S. Kondrashov and E. V. Kunin. The first All-Russian Olympiad for schoolchildren in biology, according to the order of the Ministry of Education of the RSFSR, was held in 1979 in Barnaul.

Corporation "Russian Textbook" continues to publish methodological recommendations for teachers in preparation for the Olympiads. Alina Korbut, a biology teacher at the Letovo school, shared her personal experience in educating young biologists.

Practice and university textbooks for schoolchildren

- Already at the school stage of the Olympiad in Biology, a school textbook is not enough. Knowledge of additional material is required. It is not worth delving into the fact that schoolchildren will find this material on their own. Even the smartest and most talented need to navigate the sea of ​​information. Therefore, an experienced teacher will always tell you what additional literature will be useful here. What course of genetics, for example. And it will most likely be a compilation of several scientific books, partly from textbooks, partly from problem books, from which a good teacher can make methodological material for the course.

To prepare students for successful performance at the Olympiad of the regional level and above, it is necessary to conduct practical classes with them. As a rule, in the practical round they perform worse than in the theoretical one, even schoolchildren with a high level of preparation. This suggests that in most schools, insufficient attention is paid to the development of practical skills by students. So, at the Olympiad it is required to identify sections of tissues and organs of animals and plants, human bones, to identify insects at least to the order, to use dichotomous keys to identify different organisms, to conduct qualitative reactions to various substances, to measure the kinetics of enzymes, to carry out the simplest statistical processing of results.

In Moscow, it is recommended to participate in courses and workshops in preparation for the Olympiad, which are organized by the Center for Pedagogical Excellence (CPM). As a rule, schoolchildren who successfully performed at the regional stage and above are invited to them.

When it comes to preparing for the Olympiad, it must be understood that competitions of different levels have different requirements for preparation. But even at Olympiads of a fairly high level, for example, regional ones, the information is mainly taken from university textbooks. Compared to the All-Russian Olympiad for schoolchildren in biology, first-level olympiads, for example, Lomonosov and Conquer Sparrow Hills, of course, test additional knowledge, but extracurricular material will need to be put into practice to solve some problems. In this way, this additional knowledge will be creatively comprehended.

It is not necessary to force the child to read the entire university textbook in its entirety. Yes, he won't do that. You need to select only important information. This is true in almost every field of biology. Often, students rely only on the lecture notes of a particular teacher. Because every teacher who prepares a child for the Olympiad reads some course, and he compiles everything that is needed to prepare for the Olympiad. And children in this case, too, may not use textbooks.

In order to prepare for an Olympiad of any level, you need to enter its archive, which will help you analyze the requirements of this Olympiad and draw conclusions about where to go next.

Then I usually did this: I came to the Faculty of Biology and bought half of the books in the university shop. These were university textbooks, textbooks for graduate students, students, and schoolchildren. The choice was dictated only by the subject that interested me.

Textbooks, in order to interest students, must be such that they can be read for pleasure. They should have more descriptions of experiments, because biology is an experimental science. Students are expected to conduct their own experiments in class. A person who has never looked through a microscope can hardly understand biology well.

Book to help

The All-Russian Olympiad for Schoolchildren in Biology, unlike competitions, essays or research papers, covers a wider range of biological disciplines and contributes to the formation of a broad biological erudition. The Olympiad tests the abilities and skills of students to solve various biological problems, to conduct experiments.

Competitive events are held according to the Olympiad tasks, developed taking into account the methodological recommendations of the Central Subject-Methodological Commission of the Olympiad.

All stages of the Olympiad can be held in two rounds - theoretical and practical. However, conducting a practical tour at the school and municipal stage is not mandatory.

The theoretical round determines the level of preparation of participants with the help of test tasks of several types: “Choice of one answer out of four”, “Choice of several answers (from zero to five) out of five”, “Determining the correctness of statements”, “Assignments for correlation”.

The purpose of the practical tour is to determine the level of preparation for the implementation of practical activities in the field of biology. Students should demonstrate the skills of working with a microscope, morphological description of plants, preparation of micropreparations, and conducting simple experimental studies.

Of course, the level of preparation of students in different classes is different, so the number of stages of the practical tour may be different. So, ninth-graders usually compete in the ability to conduct biological research in three compulsory classrooms: "Plant Morphology", "Invertebrate Zoology" and "Histology. Tissues and stages of embryogenesis. Students in grades 10 and 11 are required to demonstrate the ability to conduct research in the "Plant Anatomy" classroom. They can also be offered tasks in the classrooms "Vertebrate Zoology", "Plant Physiology", "Cytology", "Human Anatomy and Physiology", "Microbiology". Assignments in the classrooms "Biochemistry" or "Molecular Biology", and for students in grade 11 also "Genetics".

Plan for preparing students for the Olympiad in Biology

Goals and objectives of preparation for the Olympiad:

identification and development of students' creative abilities and interest in research activities;

creating the necessary conditions for supporting gifted children, helping students understand the most difficult questions of biology to understand;

promotion of scientific knowledge

Factual, conceptual and theoretical knowledge to be studied in preparation for the Olympiad:

knowledge of basic biological terms, concepts, laws, theories relating to the organization, individual and historical development of living systems at all levels of organization;

knowledge of the chemical composition of living systems;

knowledge of the features of the structure and vital activity of cells, organisms, ecosystems, biosphere;

knowledge of the main forms of reproduction and the characteristics of the individual development of cells and organisms;

knowledge of the features of the metabolic processes of autotrophic and heterotrophic organisms, the circulation of substances and the conversion of energy in the biosphere;

knowledge of the general principles of inheritance of traits by organisms

knowledge of the basic patterns of variability of organisms, features of manifestation and significance in the evolutionary process;

knowledge of environmental factors, ecological niches of organisms, their relationships in the biocenosis,

knowledge of evidence, driving forces, directions of evolution of organisms.

Ability to categorize and organize

recognize the main systematic groups of organisms according to their description;

establish signs of complication of organisms.

Ability to apply biological knowledge using algorithms:

determine the nucleotide sequence in DNA and RNA,

establish types of crossing and solve genetic problems;

make power circuit diagrams.

Ability to establish causal relationships between:

the structure and functions of cell organelles;

features of the structure and lifestyle of organisms;

habitat and adaptability of organisms

factors and results of evolution.

Ability to recognize and define, compare and contrast:

recognize and compare the features of the structure and life of various types of cells, organisms;

recognize and compare types and phases of cell division;

compare and contrast different types of biocenoses,

compare and contrast different paths and directions of evolution;

recognize and compare the signs of complication of the main groups of organisms,

identify and compare aromorphosis, idioadaptation and degeneration in various groups of organisms.

Systemic, integrative knowledge and skills

knowledge of the essence of biological phenomena, their patterns;

the ability to establish interdisciplinary connections with the course of chemistry, geography;

the ability to assess the consequences of human activity in nature

the ability to highlight the general and the main thing to characterize processes and phenomena

Forms of work:

1. Individual consultations

   Practical work

   Solving Olympiad tasks

   View video illustrations

   Working with electronic textbooks and Internet resources.

Content blocks to be learned

	Signs of living organisms
	Kingdom of bacteria
	mushroom kingdom
	plant kingdom
	animal kingdom
	Organic world system
	Organism and environment. Ecology
	Cytology
	Biology as a science. Methods of scientific knowledge
	Diversity and evolution of wildlife
	Microbiology and Biotechnology

Electronic textbooks:

Virtual school of Cyril and Methodius "Lessons of biology of Cyril and Methodius" Plants. bacteria. Mushrooms. 6th grade

Virtual school of Cyril and Methodius "Lessons of biology of Cyril and Methodius" Man. 8th grade

Virtual school of Cyril and Methodius "Lessons of biology of Cyril and Methodius" General biology. Grade 10

Virtual school of Cyril and Methodius "Lessons of biology of Cyril and Methodius" General biology. Grade 11

Multimedia tutorial of a new sample. Biology. Anatomy and physiology of man. Grade 9 "Education"

Internet resources

1. The tasks of the All-Russian Olympiad for schoolchildren in biology of past years, as well as methodological recommendations for their verification and evaluation, are published in the Biology section of the www.rusolymp.ru portal.

2. Official website of the International Biological Olympiad www.ibo-info.org.

3. Regional site of the All-Russian Olympiad for schoolchildren (Moscow region) in biology, chemistry, geography and ecology - www.olimpmgou.narod.ru.

And others…

video cassettes

Modern Humanities University. Video illustrations for the following biology courses:

Animals

Human anatomy and physiology

General biology

Ecology

Bibliography:

Andreeva I.I., Rodman L.S., Botany. - 3rd ed., revised. and additional - M.: KolosS, 2003. - 528 p.: ill. (Textbooks and teaching aids for students of higher educational institutions).

Biology: A large reference book for schoolchildren and applicants to universities. / -M .; Bustard, 1998 and other reissues.

Biological Encyclopedic Dictionary / Ch. ed. M.S. Gilyarov - M.: Sov. Encyclopedia, 1986. - 831 p., ill., 29 sheets. Il.

Dmitrieva T.A., Kuchmenko B.C. etc. Biology: Collection of tests, tasks and assignments. 9-11 cells. -M.: Mnemosyne, 1999 and other reprints;

Dragomilov V.N., Mash R.D. "Biology. Grade VIII. Man", - M .: Ventana-Graf, 1997 and other reprints;

Zakharov V. B., Sonin N. I. "Biology. The diversity of living organisms. Grade 7", M .: Bustard, 1998 and other reprints;

Zakharov V.B., Mamontov S.G., Sonin N.I. General biology. 10-11 classes
–M.; Bustard, 2001 and other reissues;

Kamensky A. A., Kriksunov E. A., Pasechnik V. V. "Introduction to General Biology and Ecology. Grade 9", - M .: Bustard, 2000 and other reprints;

Kamensky A.A., Kriksunov E.A., Pasechnik V.V. General biology grades 10–11, -M: Bustard, 2006 and other reprints;

Kolesov D.V. and others. "Biology. Man. Grade 8", - M .: Bustard, 1997 and other reprints;

Konstantinov V. M. and others. "Biology. Animals. Grade 7", -M .; Ventana-Count, 1999 and other reprints;

Latyushin V.V., Shapkin V.A. "Animals. Grade 7". –M.: Bustard, 2000 and other reprints;

Lukin E.I. Zoology. - 3rd ed., revised. and additional .- M .: Agropromizdat, 1989. - 384 p.: ill. – (Textbooks and teaching aids for students of higher educational institutions)

Taylor D., Green N., Stout W. Biology: in 3 volumes: transl. from English / ed. R. Sopera - 3rd ed., - M .: Mir, 2001.

Mamontov S. G., Zakharov B. N., Sonin N. I. "Biology. General patterns. Grade 9", - M .: Bustard, 2000 and other reprints;

General biology. 10-11 cells. / D.K. Belyaev, N.N. Vorontsov, G.M. Dymshits and others. Ed. D.K. Belyaeva. -M.: Education, 1998-2002 and other reprints;

General biology. 10-11 cells. for school deep study biol. Ed. A.O. Ruvinsky. -M: Dedication, 1997 - 2001 and other reissues;

Sonin N. I. "Biology. Living organism. Grade 6", - M .: Bustard, 1997 and other reprints;

Sonin N. I., Sapin M. R. "Biology. Man. Grade 8", - M .: Bustard, 2000 and other reprints;

Pasechnik V.V., Kalinova G.S., Sumatokhin S.V. Biology grade 6. Textbook for educational institutions. –M.: Enlightenment, 2008.

Yakovlev G.P., Averyanov L.V. Botany for the teacher. At 2 hours - M.: Enlightenment:, 1996. - 224 p.: ill

The program gives the distribution of sections and topics, there is a list of literature for students and teachers.

I. Biology and scientific method

Brief history of biology. Biological Sciences. Sources of scientific information. scientific method. Application of biological knowledge. Living systems obey physical and chemical laws. Biogenesis. Cell theory. The theory of evolution of the organic world. Gene theory. Metabolic processes occur with the participation of enzymes. Biochemical reactions are under the control of genes. DNA is the main carrier of genetic information. Vitamins are precursors of coenzymes. Hormones regulate cell functions. Relationships between organisms and the environment.

II. The structure and functions of cells.

Molecular basis of life. characteristic features of living organisms. Substance and energy. The structure of matter. The structure of the atom. Chemical compounds. organic compounds. Carbohydrates. Lipids (fats). Steroids. Squirrels. Nucleic acids. Chemical bonds. Physical properties of the constituent parts of the cell. Cells and tissues. Cells. Methods for studying cells. Energy. The movement of molecules. diffusion rate. The exchange of materials between the cell and the environment. Fabrics. Animal tissues. Plant tissues. Organ systems. Body plan and symmetry. metabolism in the cell. Chemical reactions. Catalysis. Enzymes. properties of enzymes. Localization of enzymes in the cell. The mechanism of action of enzymes. Factors affecting the activity of enzymes. Breathing and energy relationships. lactic acid oxidation. Oxidation of succinic acid. The citric acid cycle. Oxidation of fatty acids. Glycolysis. Pentose phosphate pathway. Oxidation of amino acids. Electron transport system. Dynamic state of cell components. biosynthetic processes. Special types of metabolism. Bioluminescence.

III. The world of living organisms. Plants.

IV. The world of living organisms. Animals

lower invertebrates. Fundamentals of classification of animals. The simplest type. sponge type. Intestinal and ctenophores. Type flatworms. The system level of the organization. higher invertebrates. Problems associated with life on land. Ringed worms. Arthropods. General body structure of arthropods. Classes of arthropods. Endocrine regulation of molting in crustaceans. Metamorphosis of insects. Flight of insects. social insects. Arthropod behavior. Shellfish. Echinoderms. Hemichordate type. Type chordates. Shellers. Skullless. Vertebrates. Cyclostomes. Cartilaginous fish. Bone fish. Amphibians, or amphibians. Frog. Reptiles, or reptiles. Birds. Mammals.

V. body structure

Blood. blood plasma. Erythrocytes. Hemoglobin and oxygen transport. Life cycle of erythrocytes. Oxygen transport in other animals. Leukocytes. Protective functions of leukocytes. Life cycle of leukocytes. platelets. Blood clotting. Diseases of the blood. Blood groups. Blood transfusion. circulatory system. Blood vessels. Heart. Contraction of the heart. Knotted fabric. Cardiac cycle. Heart sounds and murmurs. Electrical phenomena associated with the contraction of the heart. Adaptation of the work of the heart to physical activity. Pathways of blood circulation in the body. Fetal circulation and changes after birth. The speed of the blood flow. Blood pressure. Diseases of the heart and blood vessels. Lymphatic system. circulation in other animals. Respiration and gas exchange. Direct and indirect breathing. The structure of the human respiratory system. The mechanics of the breathing process. The amount of air exchanged during respiration. The composition of the alveolar air. Gas exchange in the lungs is the transport of oxygen by the blood. Transport of carbon dioxide in the blood. Asphyxia. Breathing regulation. Origin and evolution of the lungs. Respiratory adaptations in other animals. Digestion. Oral cavity. Pharynx. Microscopic anatomy of the digestive tract. Esophagus. Stomach. Small intestine. Liver. Pancreas. Absorption of food. Large intestine and rectum. Diseases of the digestive tract. Chemistry of digestion. Mechanisms of stimulation of the digestive glands. Digestive systems of other animals. Metabolism and nutrition. BX. Substances that serve as sources of energy. Metabolism of carbohydrates, fats and proteins. Other components of the diet. Vitamins. fat soluble vitamins. Water soluble vitamins. Antimetabolites. Diet. Selection. Almost and urinary tract. Urine formation. Regulatory function of the kidneys. Substances found in urine. Kidney diseases. excretory devices in other animals. Skin, bones and muscles are organs of mechanical protection and locomotion. Leather. Skeleton. Movement types. Skeletal muscles. Types of muscle contraction. Biochemistry of muscle contraction. Cardiac muscles and smooth muscles. Muscles of lower animals. Nervous system. Neurons. Nerve impulse. Membrane theory of excitation conduction. transmission at the synapse. Central nervous system. Spinal cord. Brain. electrical activity of the brain. Dream. Mental illnesses and neuroses. Peripheral nervous system. Reflexes and reflex arcs. Thinking, memory and learning. autonomic nervous system. The nervous system of lower animals. Specialized receptors - sense organs. The process of perceiving irritation. Feel. Localization of stimuli. Skin, kinesthetic and visceral sensitivity. The chemical senses are taste and smell. Vision. Human eye. Chemistry of vision. Visual defects. Ear. Feeling of balance. Endocrine system. Endocrine glands. Thyroid. Parathyroid glands. Islets of Langerhans. Adrenals. Pituitary. Testes. Ovaries. estrous and menstrual cycles. Placenta. Other endocrine glands. Interactions of the endocrine glands. Pheromones. Infectious diseases, immunity and allergies. How do microorganisms cause disease? Protective means of the body. immunological reactions. immunological tolerance. Increased sensitivity. Antibiotics. Ways of distribution of microorganisms. Some common infectious diseases.

VI. Processes related to reproduction

Reproduction. Asexual reproduction. Sexual reproduction in animals. Reproduction in humans. Embryonic membranes. Placenta. Childbirth. Breastfeeding. Embryonic development. Egg types. Cleavage and gastrulation. formation of the mesoderm. Development of the nervous system. Body shape development. Development of the heart. Development of the digestive tract. Kidney development. Regulation of development processes. Deformities and anomalies of development. The emergence of twins. Changes associated with the end of intrauterine life. Chromosomal theory of heredity. Development of genetics. Chromosomes and genes. Mitosis. Meiosis. spermatogenesis. Ovogenesis. Genes and alleles. Monohybrid cross. Phenotype and genotype. Probabilistic relationships. incomplete dominance. Determination of genotypes. Laws of Mendel. Interaction of genes. Multiple factors. multiple alleles. Clutch and cross. Genetic sex determination. Sex-linked and sex-dependent traits. Inbreeding and outbreeding. Structure and functions of genes. Molecular structure of chromosomes. DNA as a transmitter of genetic information. The chemical composition of DNA. The DNA model proposed by Watson and Crick. What is a gene? Genetic code. Synthesis of DNA. Replication. Transcription of the code - synthesis of messenger RNA. Types of RNA: messenger, ribosomal and transfer RNA. Synthesis of a specific polypeptide chain. Relationship between genes and enzymes. Genes and differentiation. Management of protein synthesis; operon concept. Changing genes is a mutation. lethal genes. penetrance and expressivity. Human inheritance. Probabilistic laws. Population genetics. human cytogenetics. Inheritance of physical traits. Inheritance of mental abilities. Heredity and environment. The study of twins. Eugenics.

VII. Evolution

Fundamentals and theories of evolution. History of development of evolutionary concepts. The theory of natural selection. Populations and gene pools. differential playback. Mutations are the raw material for evolution. Balanced polymorphism. adaptive radiation. Speciation. Origin of species by hybridization. straight line evolution. Origin of life. Basic laws of evolution. Paleontological evidence for evolution. Paleontology. Geological table. early geological eras. Palaeozoic. Mesozoic era. Cenozoic era. Living proof of evolution. Systematic data. Morphology data. Data of comparative physiology and biochemistry. Comparative embryology data. genetic data. biogeographic data. biogeographic regions. human evolution. Primates. fossil primates. Man-apes. Fossil ape-men. Fossil representatives of the genus. Fossil and living representatives of the species. The development of culture. modern human races.

Plan for preparing students for the municipal level Olympiads in biology.

	Activities	Events	calendar dates	Responsible
	Student selection.	Observation, analysis of written works, primary questioning of students to identify their general and subject talent.	September	Biology teacher,
	Theoretical preparation.	Introduction to assignments. Design rules. Review of literary sources. 2. Chemical composition and structure of cells. 3. Diversity of living organisms. Systematics. Kingdom signs. 4. General characteristics of the kingdoms Plants, Fungi, Bacteria. 5. General characteristics of the kingdom Animals. 6. Characteristics of human organ systems. 7. Theoretical foundations of general biology. 8. Analysis of last year's Olympiad tasks. Consultation. 9. Work with additional literature. Compilation of written summaries. 10. Organization of scientific research work of students through the Internet.	3 weeks October 4th week of October 1st week of November 2nd week of November 2 weeks January	Biology teacher Biology teacher Biology teacher Biology teacher Biology teacher Biology teacher Biology teacher Biology teacher librarian, student student, biology teacher, computer science teacher.
	Practical training - the formation of skills.	1. Practical exercises on the formation of skills in working with special equipment (microscope, binocular loupe), identifying and recognizing species of animals and plants, making micropreparations, sections, dissection, compiling and designing biological collections, etc. 2. Solving problems in cytology. 3. Solving problems in genetics. 4. Analysis of practical tasks of last year's Olympiads. 5. Analysis of practical tasks of various levels on the topic "Man and his health". 6. Analysis of practical tasks on the topics "Plants" and "Animals".	3-4 weeks January 1 week February 2 weeks February 3-4 weeks February 1-2 weeks Martha 3-4 weeks Martha	Biology teacher, Biology teacher Biology teacher Biology teacher Biology teacher Biology teacher
	Self-training.	1. Solving the Olympiad tasks of past years of various levels of complexity. 2. The solution of practical tasks of various levels of complexity of last year's Olympiads. 3. Development of logical and intellectual thinking through reading scientific and educational online journals. 4. Consultations on the most difficult issues.	1-2 weeks April 3-4 weeks April 1-2 weeks May April May	Student Student Student, computer science teacher. Biology teacher, student.

Approximate tasks in preparation for the Olympiads.

For example . Usually they try to grow fruit trees so that they have a large crown: the larger it is, the greater the yield. However, a problem immediately arises: the widely spread branches cannot withstand the weight of the fruit and break. To prevent this from happening, they put various props. But this, in turn, complicates access to the trees and the soil under them, props can damage the bark, and their installation itself requires a considerable amount of time and material resources. How to be?

Design tasks involve the creation of such a design of a biological system that allows improving the required parameter of this system with a given principle of its operation. The search zone in this case is narrower, and the solution process can be started with the application of system search methods, for example, building a "target tree".

For example. Plants growing in deserts have to extract water literally drop by drop. Suggest a way that desert plants can collect moisture from the air.

Inventive tasks can be formulated in general as follows: "Given a biological system to perform a certain function; this system needs to be improved, but when its parameter A improves, parameter B worsens. What to do?" It is advisable to solve these problems using logical search methods, for example, the algorithm for solving inventive problems (ARIZ).

For example. The cubs do not see well and do not immediately recognize their mother returning from hunting. Waiting for it to approach is dangerous, but what if it is someone else's adult bear. He can offend. How to be cubs?

Research task - includes a certain phenomenon that needs to be explained, to identify the causes or to predict the result. The student is faced with the question: "Why? How is it happening?"

For example. Going hunting, the she-bear leaves her cubs alone. And when she returns, the cubs behave very strangely: as soon as they see the approaching mother, they climb thin trees. Why?

For example. It is assumed that the focus of the infectious disease of domestic animals is located in the vicinity of the city. How to determine the exact area of ​​infection?

For example . It is known that blind fish live in cave reservoirs. How do blind fish navigate in such conditions?

In the mountains, if rescue dogs find a frozen person, then two of them lie down on the sides of the victim, and the rest rush headlong to people and lead them to the found traveler. If the dogs find a person covered by an avalanche, they try to dig it out, free it, but if this fails, then they call people for help. The St. Bernards owe their world fame, first of all, to the dog Barry, who saved 40 people. How do dogs find people?