Question 1.
To maintain normal functioning, the body needs nutrients (minerals, water, organic compounds) and oxygen. Typically, these substances move through vessels (through the vessels of wood and bast in plants and through the blood vessels of animals). In cells, substances move from organelle to organelle. Substances are transported into the cell from the intercellular substance. Waste and unnecessary substances are removed from the cells and then through the excretory organs from the body. Thus, the transport of substances in the body is necessary for normal metabolism and energy.
Question 2.
In unicellular organisms, substances are transported by the movement of the cytoplasm. So, in an amoeba, the cytoplasm flows from one part of the body to another. The nutrients contained in it move and are distributed throughout the body. In the slipper ciliate - a single-celled organism with a constant body shape - the movement of the digestive vesicle and the distribution of nutrients throughout the cell is achieved by continuous circular movement of the cytoplasm.
Question 3.
Cardiovascular the system ensures continuous blood movement, which is necessary for all organs and tissues. Through this system, organs and tissues receive oxygen, nutrients, water, mineral salts, and hormones that regulate the functioning of the body are supplied to the organs with blood. Carbon dioxide, decay products, enters the blood from organs. In addition, the circulatory system maintains a constant body temperature and ensures a constant internal environment of the body ( homeostasis), the relationship of organs, ensures gas exchange in tissues and organs. The circulatory system also performs a protective function, since the blood contains antibodies and antitoxins.
Question 4.
Blood is a liquid connective tissue. It consists of plasma and formed elements. Plasma is a liquid intercellular substance, formed elements are blood cells. Plasma makes up 50-60% of blood volume and is 90% water. The rest is organic (about 9.1%) and inorganic (about 0.9%) plasma substances. Organic substances include proteins (albumin, gamma globulin, fibrinogen, etc.), fats, glucose, urea. Due to the presence of fibrinogen in plasma, blood is capable of clotting - an important protective reaction that saves the body from blood loss.
Question 5.
Blood consists of plasma and formed elements. Plasma is a liquid intercellular substance, formed elements are blood cells. Plasma makes up 50-60% of blood volume and is 90% water. The rest is organic (about 9.1%) and inorganic
(about 0.9%) plasma substances. Organic substances include proteins (albumin, gamma globulin, fibrinogen, etc.), fats, glucose, urea. Due to the presence of fibrinogen in plasma, blood is capable of clotting - an important protective reaction that saves the body from blood loss.
The formed elements of blood are erythrocytes - red blood cells, leukocytes - white blood cells and platelets - platelets.
Question 6.
Stomata represent a gap that is located between two bean-shaped (guard) cells. Guard cells are located above the large intercellular in loose leaf tissue. Stomata are usually located on the lower side of the leaf blade, and in aquatic plants (water lily, egg capsule) - only on the upper side. A number of plants (cereals, cabbage) have stomata on both sides of the leaf.
Question 7.
To maintain normal life, the plant absorbs CO 2 (carbon dioxide) from the atmosphere with its leaves and water with mineral salts dissolved in it from the soil with its roots.
Plant roots are covered, like fluff, with root hairs that absorb soil solution. Thanks to them, the suction surface increases tens and even hundreds of times.
The movement of water and minerals in plants is carried out due to two forces: root pressure and evaporation of water by leaves. Root pressure is a force that causes a one-way supply of moisture from roots to shoots. Evaporation of water by leaves is a process that occurs through the stomata of leaves and maintains a continuous flow of water with minerals dissolved in it throughout the plant in an upward direction.
Question 8.
Organic substances synthesized in the leaves flow into all organs of the plant through the sieve tubes of the phloem and form a downward current. In woody plants, the movement of nutrients in the horizontal plane occurs with the participation of medullary rays.
Question 9.
With the help of root hairs, water and minerals are absorbed from soil solutions. The cell membrane of root hairs is thin - this facilitates absorption.
Root pressure- a force that causes a one-way supply of moisture from roots to shoots. Root pressure develops when the osmotic pressure in the root vessels exceeds the osmotic pressure of the soil solution. Root pressure, along with evaporation, is involved in the movement of water in the plant body.
Question 10.
The evaporation of water by a plant is called transpiration. Water evaporates through the entire surface of the plant's body, but especially intensely through the stomata in the leaves. The meaning of evaporation: it takes part in the movement of water and solutes throughout the body of the plant; promotes carbohydrate nutrition of plants; protects plants from overheating.
2What is the significance of the fact that xylem vessels are represented by dead cells with thick walls that can maintain a constant shape?
3 why does the plant need an upward flow of water and mineral salts? When is this process more active at night or during the day?
4 Why does a plant need a downward flow of organic substances? Where do these substances go?
5 Can organic substances move through the phloem from bottom to top? When it may be necessary for ratsenia
6The main tissue of plants is called parenchyma. Where can you find various modifications of this tissue?
7 what is the difference in the structure and functions of columnar and spongy prenchyma?
8why the stems of dicotyledonous plants can grow. Thickness, but no monocots?
9When we put a currant cutting in water, roots form on it. What kind of roots are these? What tissue are they made from?
10 why. The tree is easy to split with an ax along the trunk and difficult to split across it
1) transport of nutrients through the digestive canal
2) secretion of sebum by the sebaceous glands
3) protein synthesis in liver cells
4) filtration of blood plasma in the nephron
2. Establish the level organization of the structure of the human auditory analyzer
century, starting from its peripheral part - the ear. In response, write down the corresponding
the corresponding sequence of numbers.
1) receptor hair cells
2) snail
3) inner ear
4) membranous labyrinth
5) organ of Corti
3. Insert into the text “Processes occurring in the human large intestine”
missing terms from the proposed list, using
digital symbols. Write down the numbers of the selected answers in the text, and then
enter the resulting sequence of numbers (according to the text) in the given
Below is the table.
Processes occurring in the human large intestine
In the large intestine, a large amount of ________ is absorbed into the blood (A).
The glands of the large intestine produce a lot of ________ (B) and facilitate,
thus promoting and eliminating undigested food debris.
Bacteria in the large intestine synthesize some ________ (B). Not over-
cooked food remains enter the ________ (D) and are removed from the body.
List of terms
1) mucus
2) water
3) glucose
4) enzyme
5) vitamin
6) rectum
7) cecum
8) pancreas
4. The reactions of energy metabolism in the human body include the process
1) protein synthesis in muscle fibers
2) blood transport of nutrients throughout the body
3) glucose oxidation in brain neurons
4) reabsorption of primary urine in the convoluted tubules of the kidneys
5. Why do doctors recommend including foods containing
What iodine?
1) iodine affects changes in the composition of blood plasma
2) iodine normalizes the activity of the thyroid gland
3) iodine prevents sore throat
4) iodine promotes the synthesis of vitamin C in the body
6. During an athlete’s training, reserves are the first to be used up.
1) vitamins 2) proteins 3) fats 4) carbohydrates
7. The danger of tanning is that
1) skin darkens
2) melanoma may occur
3) excess vitamin D is produced
4) a large amount of blood flows into the expanding vessels of the skin
8. In which part of the digestive canal does absorption mainly occur?
tion of organic matter in food?
1) in the oral cavity 3) in the large intestine
2) in the stomach 4) in the small intestine
9. Establish the level organization of the structure of the human visual analyzer
century, starting from its peripheral section. In response, write down the corresponding
particular sequence of numbers.
1) eye
2) retina
3) eyeball
4) cones
5) photoreceptors
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Slide 1
MBOU "Ust-Barguzin Secondary School named after. Shelkovnikova K.M.” biology teacher Ekaterina Nikolaevna Fedorova
Slide 2
Breath.
Slide 3
Breath
oxygen mitochondria energy carbon dioxide organic substances
Slide 4
Transport of substances in the body.
Transport
Slide 5
The purpose of the lesson:
Get acquainted with the features of the transfer of substances in plants and animals.
Slide 6
Movement of the cytoplasm
Slide 7
Cells communicate with each other through cytoplasmic channels
Slide 8
Slide 9
Slide 10
In plants, the movement of substances occurs through two systems: WOOD VESSELS (XYLEM) - water and mineral salts; PLATE SIEVE TUBES (PHLOEM) - organic substances.
Slide 11
Slide 12
Slide 13
Slide 14
Types of circulatory system
Slide 15
Circulatory system Earthworm Mollusks hemolymph Fishes Insects Amphibians Reptiles Birds Mammals Closed Unclosed
Slide 16
Organs of the circulatory system ________ ___________ ______________ ____________ ___________ _______________
Slide 17
Organs of the circulatory system Heart Vessels Atria Ventricles Arteries Veins Capillaries Arteries – From the heart (vowels) Veins – To the heart (consonants)
Slide 18
Slide 19
Blood _____________ (liquid part) ______________ _____ (color) ______ (functions) _____ (color) ______ (functions) Platelets ______ ______ (functions)
Slide 20
Blood Plasma Blood cells Red blood cells Carry oxygen White blood cells Kill germs Platelets Participate in blood clotting
Slide 21
Erythrocyte; circulatory system; hemoglobin; animal organism; blood. Plant organism; stem; sieve tubes; bast; conductive fabric; organic substances. Water and mineral salts; plant organism; vessels; conductive fabric.
Slide 22
In vertebrates the circulatory system
A) closed B) open C) round
Slide 23
The vessels that leave the heart are called
A) veins B) capillaries C) arteries
Slide 24
The colorless or green liquid that moves through the vessels of mollusks and insects is called
A) hemolymph B) hemoglobin C) hematogen
Slide 25
Cross out the extra word and explain your choice.
A) arteries, lungs, veins, capillaries. B) arteries, veins, hemoglobin, capillaries. B) erythrocytes, leukocytes, stomach.
Slide 26
There are about 5 million red blood cells in an aqueous cubic millimeter of blood. If you place all human red blood cells in one line, you will get a ribbon that encircles the globe three times along the equator. If you count red blood cells at a rate of 100 per minute, then it will take 450 thousand years to count them all. Each red blood cell contains 265 million hemoglobin molecules.
Slide 27
Homework:
§12; questions on p. 83; prepare a report on the diversity of the circulatory systems of organisms and their significance in the life of animals.
Slide 28
Thank you for the lesson!!!
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Abstract
Target:
Tasks:
Educational:
Educational:
Educational:
Lesson type:
Methods:
Interdisciplinary connections: chemistry, ecology.
Intradisciplinary connections
Facilities:
Lesson structure:
Organizing time
Check of knowledge
Learning new material
During the classes
Organizing time
Check of knowledge.
Breath- this is a complex process consisting of the entry of _____________ into the body, the oxidation of __________ ________ in __________ cells with the formation of _________ and the removal of the resulting _________ _____.
Learning new material.
2.
(in leaves)
(via stomata)
(Evaporates)
Task: fill out the diagrams:
1: Types of circulatory system �
_______________ ______________
(……………..) (………………)
2: Organs of the circulatory system
______________ ______________
3: Working with text:
Blood composition
_____________ _______________
__________ ____________
(………………….) (…………………….)
Task: Arrange a series of words in a logical sequence.
Test questions.
Homework:
Literature.
Internet resources.
Summary of a biology lesson in 6th grade.
Topic: Transport of substances in the body.
Target: to form ideas about the peculiarities of the transfer of substances in the organisms of plants and animals.
Tasks:
Educational:
Consider the features of the transfer of substances in the organisms of plants and animals;
Give an idea of the correspondence of the structure of organs to the functions performed;
Show the significance of the process of movement of substances.
Educational:
cultivate a caring attitude towards flora and fauna.
Educational:
continue to develop the skills to compare and draw conclusions, use educational literature, solve problematic issues, make diagrams, develop interest in the subject;
Lesson type:
For didactic purposes - combined;
By position in the topic - revealing the content of the topic.
Methods:
Verbal: conversation, explanation.
Visual: demonstration of drawings
Practical: independent work, work with textbook drawings, partly - search.
Interdisciplinary connections: chemistry, ecology.
Intradisciplinary connections: botany, zoology, cytology.
Facilities:
TSO: projector, computer, interactive whiteboard, presentation
Lesson structure:
Organizing time
Check of knowledge
Formulation of an educational problem. Determining the topic of the lesson.
Learning new material
The transfer of substances in the body is an important life process.
Features of transport of substances in a plant. The role of root pressure and evaporation in the movement of water and minerals.
Conductive formations of plants.
Features of the transfer of substances in the body of multicellular animals.
Consolidation. Summing up the lesson.
During the classes
Organizing time (checking students' readiness for the lesson).
Check of knowledge.
Assignment: match the types of breathing and respiratory organs with representatives of animals.
Task: fill in the missing words.
Breath- this is a complex process consisting of the entry of _____________ into the body, the oxidation of __________ ________ in __________ cells with the formation of _________ and the removal of the resulting _________ _____.
Formulation of an educational problem. Determining the topic of the lesson.
The word “transport” is written on the board.
Take a break from biology and try to find an associative series for this word. Let's focus on the word "movement".
What moves in a living organism?
While studying the topic “Breathing,” we drew attention to the close relationship between the respiratory and circulatory systems. After all, breathing is not just the exchange of gases in the lungs or other respiratory organs, gills, for example, it is also cellular respiration, and oxygen must be transported and delivered to the cells. Not only oxygen for respiration, but also nutrients are delivered to the cells. And waste products – carbon dioxide – are removed from the cells. This is typical for all living organisms. Transport of substances in the body is our topic today. The purpose of the lesson is to get acquainted with the peculiarities of the movement of substances in the organisms of plants and animals.
Learning new material.
1. The transfer of substances in the body is an important life process.
Movement is a characteristic feature of all living organisms, and at all levels of organization - from single-cell to organismal. Movement is carried out not only by the body as such, movement occurs inside each individual cell, inside each cellular organelle - this is an important process of life.
Us. 78 find information about how substances move inside a cell, between neighboring cells and between organs, choosing the most accurate generalizing words (movement of cytoplasm, cytoplasmic channels, conducting tissues, circulatory system).
2. Features of transport of substances in a plant.
Let's consider the movement of substances using photosynthesis as an example. 79.
Where does this process take place? (in leaves)
What is needed for this process to take place? (water, carbon dioxide, sunlight)
How is carbon dioxide delivered to cells? (via stomata)
How is water delivered to cells? (in the root of the plant there is an absorption zone, the cells of which are called root hairs. They absorb water and transfer it to the conduction zone, from where it rises through the vessels of the stem to the leaves).
In eucalyptus trees growing in Australia, water rises through vessels to a height of up to 100 m. The force that forces it to move along the stem is called root pressure. The root works like a pump, continuously pumping water up the stem and into the leaves.
Where does all this water go? (Evaporates)
These two processes are very interconnected. Without one of them there will be no other.
3. Conductive formations of plants.
Water with minerals moves through wood vessels (xylem), which consist of elongated cells devoid of living contents.
Organic substances are transported from the leaves to other parts of the plant through sieve-like phloem tubes, built from living cells separated by transverse partitions, which are pierced through holes, resembling a sieve.
Demonstration of slides with experiments on the movement of water and organic substances:
The shoot was placed in water with tinted ink. What part of the stem is colored?
The bark ring was carefully removed from one of the two shoots, the other was left unchanged. The shoots were placed in a vessel and left for a month. How can you explain the formation of the influx? What substances accumulate in this thickening?
Features of the transfer of substances in the body of animals.
Let us consider the process of substance transfer using the example of multicellular animals.
Which animal organ system is directly related to the transfer of substances?
Let us consider the features of the circulatory system in different representatives of animals.
Task: fill out the diagrams:
1: Types of circulatory system �
_______________ ______________
(……………..) (………………)
2: Organs of the circulatory system
______________ ______________
___________ __________ ___ ________ _______ _______
3: Working with text:
Blood consists of blood cells and a liquid, colorless intercellular substance - plasma. White blood cells - leukocytes - are capable of killing germs. Red cells - red blood cells - contain the protein hemoglobin, which gives blood its red color. In the pulmonary vesicles, red blood cells absorb oxygen, transport it through the blood vessels and give it to the cells. From the cells, red blood cells carry carbon dioxide to the lungs. Human red blood cells are small, biconcave in shape and lack a nucleus. The blood also contains small platelets called platelets, which are involved in blood clotting.
Blood composition
_____________ _______________
__________ ____________
(………………….) (…………………….)
V. Consolidation. Summing up the lesson.
Assignment: in a chain, name as many terms as possible on the topic of transport of substances in the body.
Now let’s systematize the terms and establish connections between them using logical chains.
Task: Arrange a series of words in a logical sequence.
1. Erythrocyte; circulatory system; hemoglobin; animal organism; blood.
2. Plant organism; stem; sieve tubes; bast; conductive fabric; organic substances.
3. Water and mineral salts; plant organism; vessels; conductive fabric.
Test questions.
Homework:
§12;Questions on p. 83; prepare a report on the diversity of the circulatory systems of organisms and their significance in the life of animals.
Literature.
Vysotskaya M.V. Biology. Living organism. 6th grade: lesson plans based on the textbook by N.I. Sonina. - ed. 2nd, rev. – Volgograd: Teacher, 2010. – 255 p.
Morzunova I.B. Book for teachers. Biology. 6th grade: teaching aid for the textbook by N.I. Sonina “Biology. Living organism. 6th grade". – M.: Bustard, 2010. – 493 p.
Support, movement and protection. Composition and structure of the musculoskeletal system. The most important parts of the human skeleton. Functions of the skeleton. Skeletal growth. Types of bone connections. Joints. Cartilage tissue of joints. The influence of environment and lifestyle on the formation and development of the skeleton. Fractures and dislocations.
Muscles and their functions. The main muscle groups of the human body. Static and dynamic muscle loads. The influence of rhythm and load on muscle function. Fatigue during muscular work, the role of active rest. Tendons. Sprain.
First aid for bruises, sprains, fractures and dislocations. The importance of physical education and labor for the formation of the skeleton and muscle development. Prevention of curvature of the spine and the development of flat feet.
Blood supply to muscles and bones. The role of the nervous system in movement control.
Barrier function of the body. The role of the skin in its provision. Structure and functions of the skin. The role of the skin in thermoregulation. Skin hygiene, hygienic requirements for clothing and footwear. Prevention and first aid for burns and frostbite.
Breath. Biological significance of respiration. Airways and lungs, their structure and functions. The mechanism of inhalation and exhalation, the role of the diaphragm, intercostal muscles and chest in this process. Vital capacity of the lungs. The role of the nervous and endocrine systems in the regulation of breathing. Respiratory protection. The mechanism of gas exchange in the lungs. Transport of oxygen and carbon dioxide by blood. Cellular respiration.
Respiratory hygiene. Artificial respiration. Respiratory diseases, their prevention. Harmful effects of smoking.
Nutrition. Structure and functions of the digestive system. Oral cavity and primary food processing. Gastrointestinal tract and digestion. The biological meaning of food digestion. Absorption of nutrients into the blood. Intracellular digestion. Oxidation of organic substances and production of energy in the cell. ATP. Proteins, fats and carbohydrates of food are the source of elementary “building blocks”. The unity of the elementary building blocks of all life in the biosphere.
Balanced diet. Composition of food. Vitamins. Energy and nutritional value of various products. Prevention of helminthic and gastrointestinal diseases, food poisoning, first aid for them.
Selection. Removal of solid, liquid and gaseous substances from the body (intestines, excretory system, skin, lungs). Biological significance of the release of metabolic products.
The role of blood in the removal of end products of cell metabolism. Organs of the urinary system, their functions, disease prevention.
Metabolism. Metabolism at the level of the body and cells. Plastic and energy metabolism and their relationship. Conversion of glucose, amino acids and fats in the body.
Laboratory works: Determination by external examination of the location of bones on the body. Composition of inhaled and exhaled air, calculation of vital capacity of the lungs. The action of salivary enzymes on starch. Diet preparation.
“The constancy of the internal environment is a condition for a free and independent life” (15 hours)
Internal environment of the body and maintaining its consistency. Homeostasis. Negative feedback mechanism. Neurohumoral regulation of body functions.
Immunity. Teaching of I.I. Mechnikov about phagocytes. The role of leukocytes and antibodies. Immune response of the whole organism. Immune memory of the body and vaccination. Erythrocyte sedimentation rate is a generalized measure of the immune activity of the blood. HIV infection and its prevention.
Health: “constancy of the internal environment is a condition for a free and independent life.” The weak link principle. The causes of diseases are a violation of the internal environment at the level of the whole organism, organ, cell. Theory of cellular pathology (R. Virchow).
Violation of the constancy of the human internal environment as a consequence of chemical, bacterial and viral poisoning, radioactive contamination. Prevention and first aid for heat and sunstroke, electric shock. Allergic and oncological diseases of humans. Harmful effects of smoking, alcohol and drug use. The social role of a healthy lifestyle.
Higher nervous activity. The doctrine of higher nervous activity by I.M. Sechenov and I.P. Pavlova. Unconditioned and conditioned reflexes and their meaning. Biological significance of the formation and inhibition of conditioned reflexes.
Features of human higher nervous activity. Consciousness as a function of the brain. Thinking. The emergence and development of speech. Memory and its types. Biological and social in human behavior. Hygiene of mental work.
Knowledge of the surrounding world. Feel. Analysis of perceptions.
Rhythms of life. Wakefulness and sleep, sleep functions. Sleep hygiene. Daily routine and healthy lifestyle.
Sense organs human and environment. The concept of analyzers. Visual analyzer, its functioning and significance. The leading role of vision in obtaining information about the environment. Eye structure and vision. Main disorders and diseases of the eye. The auditory analyzer, its functioning and significance. Ear and hearing. Structure and functions of the ear. Diseases of the hearing organs. Olfactory analyzer, its functioning and significance. The structure and functions of the olfactory organs. Taste analyzer. Tongue and sense of taste. Organs of balance, their location and significance. Touch. Hygiene of the senses.
Reproduction and individual development. The biological meaning of reproduction. Causes of natural death.
Biological meaning of cross-breeding. Primary sexual characteristics.
Reproductive system, its structure and functions. Fertilization. Individual development. Human embryonic development. Human development after birth. The influence of alcohol, nicotine and other factors on offspring.
Women and men. Biological meaning of secondary sexual characteristics and behavior.
Laboratory works: Test your memory. Blind spot detection. Pupillary reflex.
Part 2. Psychological characteristics of a person(5 hours)
Subject of psychology. The relationship between anatomical, physiological and psychological characteristics of a person and his development. Interrelation of biological and social factors of development. Temperament and emotions are a manifestation of the relationship between the psychological and physiological in a person.
Temperament. The main types of temperament as the basis of one of the personality typologies.
Emotions and emotional state (mood, affect, stress, depression). Anxiety as an emotional state and as a personality characteristic. Positive and negative sides of anxiety. External expression of emotions.
Ways to get out of negative emotional states. Autotraining.
Male and female types of behavior as a manifestation of the relationship between the biological and social in a person.
Untapped human potential.
Hours chosen by the teacher: 7 hours.
TH CLASS (70 hours)
"BIOLOGY. FUNDAMENTALS OF GENERAL BIOLOGY"
Introduction(4 hours)
Systemic nature of life (life is a property of a living system, not its elements). Static and dynamic stability (the environment is a source of matter and energy). Metabolism. The role of regulation in the existence of living systems. The concept of feedback using the example of metabolic regulation (with a mention of cybernetics). Stable systems consist of unstable elements - duplication of functions and systems (for example, technical systems, living systems).
Hierarchy of regulatory systems (cell, organ, organism). Levels of organization of living things. Regulation is carried out at every level.
Properties of living things: metabolism and energy transformation, growth, reproduction, irritability, development.
Conclusion: Two main problems of biology: 1) how the order and consistency of processes in living systems is maintained; 2) how such an order could arise during the development of life.
Part 1. Regulation at the cellular level of organization(7 hours).
Cell theory (R. Hooke, A. Leeuwenhoek, M. Schleiden and T. Schwann). The structure of prokaryotic and eukaryotic cells, plant cells, fungi and animals (drawings). Basic functions of cellular organelles. Interaction between the nucleus and cytoplasm in a cell.
Chemical composition of living organisms. Inorganic (water, mineral salts) and organic substances (proteins, nucleic acids, carbohydrates, lipids: fats and oils) and their main functions in the body.
Protein biosynthesis as a regulated process. Software: the role of genes. Enzymes and their regulatory function (proteins as enzymes trigger protein biosynthesis).
Biosynthesis of carbohydrates using photosynthesis as an example. The entry of energy into the cell from an external source (energy from the sun) and the synthesis of primary organic compounds from inorganic substances. Fixation of solar radiation energy in the form of chemical bonds. Autotrophs and heterotrophs. Chemosynthesis.
In unicellular animals, for example, in the common amoeba and slipper ciliates, the transfer of substances is facilitated by the constant movement of the cytoplasm.
The cells of multicellular animals receive all the substances necessary for life from the tissue fluid that washes them. In worms, insects and other invertebrate animals, this fluid circulates throughout the body and is called hemolymph. The most advanced system for transporting substances is the circulatory system. Many animals have it.
In vertebrates, blood is separated from tissue fluid. She moves on blood vessels and serves as an intermediary between tissue fluid and the external environment. Blood continuously brings oxygen and nutrients to every living cell, and carries away carbon dioxide, excess water, and unnecessary metabolic products formed in the cells.
The blood of vertebrates, including humans, consists of liquid blood plasma and the formed elements contained in it: red blood cells, platelets and leukocytes (Fig. 59). Red blood cells are involved in the process of respiration; the iron-containing protein hemoglobin gives them their red color. It is involved in oxygen transport. Leukocytes perform protective functions in the body of animals and humans, destroying bacteria and viruses that have entered the body.
Rice. 59. Plasma and formed elements of blood
In animals, hemolymph and blood are the main carriers of nutrients and oxygen, as well as a means of removing metabolic products from the body. The movement of hemolymph and blood through the vessels is ensured by a special organ - the heart. It works like a pump.
In the earthworm, the functions of the heart are performed by several thick annular vessels located in the front of the body. In insects, the dorsal vessel is divided into chambers. It communicates with the body cavity through openings with valves that allow blood to flow in only one direction (forward) and close when the blood flows back.
Fish have a heart consisting of two muscular chambers. They contract in turn and forcefully drive blood to the gills.
Birds and animals have a more complex heart, consisting of four chambers - two atria and two ventricles (Fig. 60).
Rice. 60. Structure of the heart
Answer the questions
- What is the importance of the heart in the transport of substances in animals?
- What does blood consist of?
- What functions does blood perform?
New concepts
Hemolymph. Blood. Heart. Blood vessels.
Think!
How does the transport of substances differ between plants and animals?