Job description for laboratory assistant in the biology room. Job Description for Biology Laboratory Laboratory Assistant Biology Laboratory Assistant
Requirements for the biology classroom
Biology room (laboratory, laboratory room)
1. Sanitary and hygienic requirements for the biology classroom.
1.1. Natural and artificial lighting of the office must be provided in accordance with SNiP-23-05-95. "Natural and artificial lighting"
1.2. The orientation of the windows of classrooms should be towards the south, east or south-east of the horizon.
1.3. The room should have side left-side lighting. For double-sided lighting and an office room depth of more than 6 m, it is necessary to install right-side lighting, the height of which must be at least 2.2 m from the floor
1.4. It is prohibited to obstruct light openings (from the inside and outside) with equipment or other objects. Large plants or shelves with plants should not be placed on windows. The light openings of the office should be equipped with adjustable sun-protection devices such as blinds, fabric curtains in light colors that match the color of the walls and furniture.
1.5. For artificial lighting, fluorescent lamps of the following types should be used: LS002x40, LP028X40, LP002-2x40, LP034-4X36, TsSP-5-2X40. Luminaires should be installed in rows along the laboratory parallel to the windows. It is necessary to provide for separate (in rows) switching on of lamps. The blackboard should be illuminated by two mirror lamps of the type LPO-30-40-122TS25) installed parallel to it ("slant light"). Lamps should be placed 0.3 m above the top edge of the board and 0.6 m towards the classroom in front of the board.
1.6. The illumination level of workstations for teachers and students under artificial lighting should be at least 300 lux, on the blackboard - 500 lux.
1.7. The coloring of the room, depending on the orientation, should be done in warm or cold tones of low saturation. Rooms facing south are painted in cool colors (blue, gray, green), and north-facing rooms are painted in warm colors (yellow, pink). Painting in white, dark and contrasting colors (brown, bright blue, lilac, black, red, crimson) is not recommended.
1.8. The floors must be free of cracks and covered with planks, parquet or linoleum on an insulated base.
1.9. The walls of the office should be smooth, allowing them to be cleaned using a wet method. Window frames and doors are painted white. The light reflection coefficient of the walls should be in the range of 0.5-0.6, the ceiling - 0.7-0.8, the floor - 0.3-0.5.
1.10. The laboratory and laboratory premises must be provided with heating and supply and exhaust ventilation so that the temperature in the premises is maintained within 18-21 degrees Celsius; air humidity should be between 40-60%.
1.12. Natural ventilation should be carried out using transoms or vents with an area of at least 1/50 of the floor area and providing three times the exchange of air. Transoms and vents must be equipped with devices that are convenient for closing and opening.
1.13. The office must have at least two sinks with water supply: one in the laboratory, the other in the laboratory room.
1.14. The power supply to the office must be in accordance with the requirements of GOST 28139-89 and PUE.
1.15. The teacher's demonstration table must be equipped with a 220V AC outlet. The electric current supply to the table must be stationary and hidden.
2. Requirements for a set of furniture in the classroom
2.1. The office uses specialized furniture:
To organize workplaces for students and teachers;
For correct and rational storage and placement of educational equipment;
To accommodate living objects (plants and animals) used in demonstration experiments, observations during lessons and outside of school hours;
Devices for interior design of the office;
For placement of equipment.
2.2. Furniture for organizing a teacher’s workplace:
One section of a demonstration table (GOST 18607-93) and a teacher’s table with a chair.
2.3. Furniture for organizing student workplaces includes double laboratory student tables of different height groups (N4,5,6) with color coding, complete with chairs of the same height groups (according to GOST 18314-93).
2.4. For rational placement and proper storage of educational equipment, a set of sections for various purposes is required, from which options for combined laboratory cabinets can be assembled. The combined laboratory cabinet is located on the rear wall of the laboratory and consists of the following sections (according to GOST 18666-95).
|
Name of sections |
Notes |
|
|
Glazed section |
Top, with shelves |
|
|
Section with drawers |
The doors are solid. |
|
|
Section with blind doors |
With a base, used as a bottom. |
|
|
Section with trays |
With a base, used as a bottom. The doors are solid |
2.5. Furniture for placing living objects is located in the laboratory room - a preparation table (or shelving).
2.6. A cabinet consisting of the following sections is installed in the laboratory room:
Bottom (with plinth) with blind doors - 2 pcs.;
Bottom (with base) with trays - 2 pcs.;
Top with blind doors - 8 pcs.
3. Requirements for equipping the office with technical devices, equipment and fixtures
3.1. An overhead projector, a graphic projector, an epiprojector, a television (color, with a screen size of at least 61 cm diagonally), a video recorder, and a computer for the teacher’s work must be permanently placed in the classroom.
3.2. To place the equipment in the office there must be two mobile stands. On one, located near the back wall, a slide projector and an epiprojector are placed; on the other, located near the front wall, there is a TV and VCR. The graphic projector must be installed on a special mobile cart installed at a distance of at least 1.8 m from the board (screen).
3.3. To connect projection equipment and other technical teaching aids, at least 3 plug sockets must be provided in the laboratory: one at the blackboard, another on the laboratory wall opposite the blackboard, and the third on the wall opposite the windows.
3.4. For rational placement of equipment during its use in the classroom, the following three zones for placing projection equipment can be distinguished:
a) in the middle of the classroom (an overhead projector for demonstrating slides (If the school has filmstrips), an overhead projector with a short throw lens for demonstrating filmstrips, an epiprojector);
b) in the teacher’s workplace area (graphic projector and TV, VCR). The screen must be hung at an angle, because When working with a graphic projector, distortions occur on a vertical screen. The screen can be mounted on brackets above the blackboard at a distance of about 40 cm from the front wall (we also accept the method of hanging the screen from the ceiling on rods, cables or to a panel above the board).
3.5. When demonstrating transparencies-slides (with a screen image width of 1.2 - 1.4 m), the distance from the first tables of students to the screen should be at least 2.7 m, and from the last tables - 8.6 m.
3.6. When demonstrating videos, it is necessary to ensure a distance from the screen to students of at least 3-4 m, the height of the suspension of the lower edge of the screen above the podium is at least 0.9 m.
3.7. The optimal viewing area for TV shows and videos is located at a distance of at least 2.7 m from the TV screen. The height of the TV from the podium should be 1.2-1.3 m. To reduce light glare on the screen, the TV should be installed so that the top edge is tilted towards the students by 10-15 degrees.
4. Requirements for office premises
4.1. A biology classroom requires two adjacent rooms: a laboratory with an area of 66-70 square meters. m (with a length of 10-11 m, width of 6-7 m) and a laboratory room - 15-18 sq. m. It is best to place the office on the ground floor with the windows oriented to the south or east.
4.2. The biology classroom can be combined with the classroom to teach an integrated science course. In small schools, combined classrooms can be organized: biological-chemical, biological-geographical, natural science classrooms with the teaching of biology, chemistry, and physics. The combined office requires: one laboratory room and 1-2 laboratory rooms.
4.3. The area of the office should allow furniture to be placed in it in compliance with sanitary and hygienic standards. Student desks should usually be installed in three rows. Double-row or single-row installation of tables is allowed. The distance between tables in a row is 0.6 m, between rows of tables is at least 0.6 m, between rows of tables and longitudinal walls is 0.5-0.7 m, from the first tables to the front wall is about 2.6-2.7 m , the greatest distance from the last place of students from the blackboard is 8.6 m.
4.4. Sectional cabinets for educational equipment and equipment (slide projector, epiprojector) on stands are installed along the back wall of the laboratory.
4.5. A board and part of the permanent exhibition are placed on the front wall.
4.6. On the side wall opposite the windows, display cases or stands are installed for permanent and temporary exhibitions.
4.7. In the laboratory room there is a wall cabinet for storing educational equipment, a preparation table for some living objects and the preparation of simple experiments. In addition, the laboratory room is equipped with a desk for the teacher and a sink with a board for drying chemical glassware.
2.5. Requirements for equipping the classroom with educational equipment
5.1. The organization of a biology classroom involves equipping it with a full set of educational equipment in accordance with the current “Lists of educational equipment in biology for educational institutions Russia", approved by order of the Ministry of Education Russian Federation.
5.2. Biology educational equipment is divided into groups:
Natural objects (live plants and animals, collections, wet and osteological preparations, herbariums, etc.);
Instruments, utensils, supplies for demonstrations and laboratory work;
Dummies, models, relief tables;
Printed manuals (tables, maps, textbooks, didactic material etc.);
Screen-sound teaching aids (ESTS): video films (movies), filmstrips, transparencies, slides, banners);
Projection equipment for presenting information contained in the EZSO;
Means of new information technologies(SNIT): personal electronic computers (PCs), application software packages; demonstration equipment - a set of sensors and devices that provide information about a controlled physical parameter or process:
Literature for teachers and students (textbooks, reference books, methodological literature, etc.).
6. Requirements for the organization of workplaces for teachers and students
6.1. The workstation for a biology teacher includes: a demonstration table (one section), a teacher's table with a chair, a blackboard, and a screen.
6.2. The section of the demonstration table must be connected electricity voltage 220V, water.
6.3. For an office, as a rule, they use a blackboard with five working surfaces, consisting of a main board and two folding ones. The size of the main panel is 1500x1000 mm, the folding panels are 750x1000 mm. These boards have a magnetic surface for using appliqué models. 6-7 holders for tables of occasional use should be placed on the top edge of the chalkboard.
6.4. Rational organization of the workplace for a student requires compliance with the following conditions:
Sufficient work surface for writing, reading, observing, etc.
Convenient placement of equipment used in the lesson;
Correspondence of the table and chair to anthropometric data to maintain a comfortable working posture for the student;
Required level of illumination on the working surface of the table (300 lux).
6.5. For the biology classroom, it is necessary to use student laboratory tables (table top size 600x1200 mm) with a plastic coating. In order for the furniture to match the height of the students, the following groups of tables should be placed in the office: 4 - 20%; 5 - 60%; 6 - 20%.
Dimensions of tables and chairs in the biology classroom
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Growth group |
Height of the rear edge of the table cover (in mm) |
Height of the front edge of the chair seat (in mm) |
markings |
|
6.6. Student furniture must be labeled. On the bottom of the table cover you should write the table group (in the numerator) and the height of the students (in the denominator). For example, brand 4/140-160 means that furniture of group 4 is intended for students with a height of 140-160 cm. On the outside, on the side of the table, color markings are applied (a circle with a diameter of 25 mm or a horizontal strip with a width of 20 mm). Each group of furniture is marked with its own color.
7. Requirements for placement and storage of equipment
7.1. The system for placement and storage of educational equipment should provide:
Its safety
A permanent place, convenient for removing and returning the product, assigning a place to this type of educational equipment based on the frequency of use in lessons;
Quick accounting and control to replace failed products with new ones.
The basic principle of placement and storage of educational equipment is by subject, type of educational equipment, taking into account the frequency of use of this educational equipment. Equipment for laboratory work (optical instruments, trays for handouts, dissecting instruments) is placed in the laboratory.
7.2. Training equipment should be located so that the capacity of cabinets and other equipment is maximized while meeting the requirements listed above.
7.3. To organize independent laboratory work, you should use a tray system for supplying handouts. The storage units contain dishes, dissecting instruments, a tray for microspecimens, etc.
7.4. Natural objects (herbariums, stuffed animals, entomological collections) must be stored in cabinets with solid doors away from direct sunlight. Entomological and other collections are stored in special boxes, herbariums - in boxes or folders.
7.5. Skeletons of vertebrate animals are stored in closed cabinets.
7.6. Microspecimens are stored in original packaging so that the microspecimen is positioned horizontally, which protects it from floating. Sets of microslides are arranged by class and topic. Microspecimens are distributed to students' desks in special trays with 4-5 slots.
7.7. Wet preparations should be stored in a cabinet with solid doors.
7.8. Dummies and models are stored in cabinets away from direct sunlight and heating devices. The dummies are stored in boxes, in special recesses made of soft paper. Large anatomical models are covered under covers made of thick fabric or synthetic film.
7.9. Tables are stored in rolls or glued (at the teacher’s choice) onto cardboard or fabric and arranged by item in table cabinets in the numbering order of each series.
7.10. Filmstrips, transparencies, slides, and videos are stored in factory packaging - in boxes, albums. They should be divided into sections of the biology course.
7.11. For optical instruments- microscopes, dissecting instruments and hand-held magnifiers, it is advisable to set aside a special cabinet. Microscopes should be stored under a synthetic film cover in locked sections of the cabinet. Hand-held magnifying glasses in special configurations.
7.12. Dissecting instruments (dissecting knives, needles, scissors, tweezers) are also placed in packs.
7.13. The placement of utensils in the biology classroom depends on the frequency of their use. The most commonly used dishes are small containers, slides and cover glasses, so they are placed in the middle part of the cabinet in trays. In the same cabinet, on the top shelf, instruments used in the study of biology are stored. The lower compartment contains small laboratory supplies: tripods, glass and rubber tubes, cork and rubber stoppers. Labels with the name of the available equipment are affixed to the end part of the installations.
7.14. The requirements for storing reagents in the office are: General requirements to the storage of chemical reagents at school. The most commonly used reagents are the following: iodine solution in calcium iodide, starch, glucose, sodium bicarbonate, potassium permanganate, lime water, ethyl alcohol, formalin (40%), sodium chloride (saline, hypertonic solution).
7.15. Solutions and dry substances are stored in glass jars with ground-in lids. Each beam is provided with a label with the name, formula of the substance and its concentration. It is prohibited to store substances without labels in the office. Organic matter(alcohol, formaldehyde) should be stored in the chemistry room.
7.16. To control pests in the school grounds, in a corner of wildlife, and to control museum pests, toxic substances are purchased in the biology classroom. Many of them are poisonous to humans. The containers in which these substances are stored must be labeled as “poison.” Toxic substances must be stored in a locked cabinet or safe.
7.17. Excursion equipment - folders for collecting plants, presses for drying, straightening, scoops, jars for collecting living material - are stored in a special compartment of the cabinet or preparation table in the laboratory.
8. Requirements for the interior design of the office
8.1. The interior of the classroom should have a positive emotional impact on the teacher and students. The interior of the classroom should be functionally significant: the materials used for decoration are those that are constantly or most often used in biology lessons. Items on the permanent exhibition of the cabinet should contribute to the development of basic biological concepts (such as the levels of organization of living things, the development of the organic world, protection environment).
8.2. When placing permanent and temporary exhibition items, it should be taken into account that all this material is intended for use in lessons, which means the text and drawings should be visible to students from any workplace.
8.3. To illustrate the concept of the development of the organic world, it is advisable to use a printed table. Another element of the permanent exhibition is the “Phenological Observations” stand, used in the study of all sections of the biology course. To decorate the side wall, materials from the series “Levels of Organization of Living Nature” and portraits of biologists are used.
8.4. Along the back wall there should be cabinets (two-section, the upper section is glazed), or display cases in which representatives (in the form of herbarium material, stuffed animals, etc.) of the main systematic groups of flora and fauna, as well as the “Typical biocenoses” exhibition, should be placed. .
The bulk of episodic materials are placed outside the classroom, where students can familiarize themselves with them during breaks. In the corridors and recreation areas adjacent to the biology classroom, it is recommended to place stands for career guidance for schoolchildren, a stand with literature for extracurricular reading, as well as photomontages, wall newspapers of biological circles, etc.
8.5. When selecting plants in a biology classroom, one should first of all proceed from the fact that several of these objects can be used in lessons and in extracurricular activities. In addition, it is necessary to take into account the role of plants in the interior design of the office and their unpretentiousness to the conditions of detention. It is advisable to place plants on racks that are mounted in the walls at the edge of the windows or on stands. All plants are provided with labels indicating the species name, family, and origin of the plant. The labels are attached to the flowerpot.
ORGANIZATION AND EQUIPMENT
MODERN BIOLOGY OFFICE
The biology classroom is a complex pedagogical system, including educational equipment, workplaces for students and teachers, technical teaching aids, devices for storing educational equipment. He is the one information environment, which hosts not only biology lessons, but also extracurricular and elective classes, educational work with students. When directly organizing and equipping any office, it is necessary to solve the following problems:
* selection of premises;
* office layout;
* equipping the classroom with educational equipment;
* organization of work places for teachers and students;
* organization of the use of TSO;
* creation of a rational storage system for educational equipment;
* interior design of the office.
The selection of premises, the layout of the classroom, as well as the organization of the use of technical teaching aids are carried out in accordance with the sanitary and epidemiological rules and regulations “Hygienic requirements for learning conditions in educational institutions”, which were introduced on September 1, 2003 (San-PiN 2.4.2.1178- 02).
Stages of cabinet equipment
Creating a new account includes several stages:
1. Familiarization with lists of specialized furniture produced by industry, as well as educational equipment in biology. Based on this, a room is selected in the school building,the compliance of its lighting, ventilation, electricity and water supply with sanitary and hygienic standards is checked.
2. Drawing up a plan for placing furniture and educational equipment in cabinets.
3. Purchase of furniture, fixtures, technical equipment and educational equipment and their arrangement.
4. Organization of permanent and temporary exhibitions, as well as equipping the office with living objects.
In subsequent years, work continues to complete the office, and file cabinets are created.
Office premises and requirements for it
The area of the office is taken at the rate of 2.5 square meters. m per student with frontal forms of classes and 3.5 sq. m - in group forms of work and individual lessons.
An analysis of teaching practice shows that a biology classroom requires two adjacent rooms: a classroom-laboratory with an area of 66-70 square meters. m (with a length of 10-11 m, a width of 6-7 m), and a laboratory room - 15-18 sq.m. It is more advisable to place the office on the ground floor with the windows oriented to the south, southeast or east.
Indicators of the physical environment of the classroom-laboratory must be consistent with accepted sanitary and hygienic standards. The office room must be maintained at a certain temperature, humidity, lighting level, and the percentage of harmful impurities in the air must be maintained.
Lighting and electrical equipment. Important point in the classroom equipment - proper lighting, since a lack of light reduces the performance of students and leads to deterioration of vision. The windows are equipped with light-colored sun-protection curtains or blind-type devices. It is not recommended to use curtains made of polyvinyl chloride film. When not in use, curtains should be placed in the spaces between the windows. Cleaning and washing of windows is carried out twice a year - in spring and autumn.
Indoor plants are placed in portable flower boxes and hanging flowerpots. On the windowsills it is possible to place only low-growing plants that do not block the light.
To maximize the use of daylight and uniform illumination of classrooms, it is not recommended to: paint over window glass; plant trees closer than 15 m, shrubs closer than 5 m from the school building.
For artificial lighting, it is better to use fluorescent lamps with lamps of the LB, LHB, LETS brands. The use of incandescent lamps is allowed. However, fluorescent lamps and incandescent lamps should not be placed in the same room. Luminaires with fluorescent lamps should be located parallel to the wall at a distance of 1.2 m from the windows and 1.5 m from the internal wall.
The blackboard is equipped with spotlights and illuminated by two mirror lamps of the type LPOZO-40-122 (125) installed parallel to it. The lamps are placed 0.3 m above the top edge of the board and 0.6 m towards the classroom in front of the board. It is necessary to provide for separate switching of lamp lines.
Illumination levels must comply with the following standards: on desktops - 300 lux (light level is measured with a lux meter), on a chalkboard - 500 lux. When using TSO and the need to combine the perception of information from the screen and simultaneous writing in notebooks, the illumination on students’ desks should be 300 lux. When the projectors are operating, the illumination on students’ desks should be 500 lux. In this case, you should use either one local lighting, or create a system of “functional” artificial lighting with a “dark” corridor in front of the screen. It is necessary to clean lighting fixtures twice a year. It is prohibited to involve students in this work.
Electric current is needed in the classroom not only for lighting, but also for the operation of projection equipment, so sockets are installed on the walls and the teacher’s demonstration table.
Painting walls and covering floors.The color scheme of the biology classroom interior influences general level illumination, on the performance of students and teachers. To decorate classrooms, materials and paints are used that create a matte surface. It is advisable to paint the walls in light lilac, light blue, light green, light cream or pinkish-beige. Rooms facing south are painted in cold colors, rooms facing north - in warm colors. Doors are painted with the same paint as the walls, but in a richer tone, window frames are painted white or light gray. For tables, chairs, cabinets, natural wood colors or light green are recommended, for chalkboards - dark green and dark brown.
It is advisable to cover the floors with plastic that does not cause static electricity, or paint them with oil paint in a dark beige, brown, or green color that matches the color of the walls.
Ventilation. The air temperature in the classroom, depending on climatic conditions, should be 18-20 °C in classrooms with conventional glazing, and 19-21 °C with strip glazing.
In addition to the supply and exhaust ventilation provided for by the school design, it is necessary to ventilate the office during breaks. The opening part of the windows (windows, transoms) total area must be at least 1/50 of the floor area.
The office should be ventilated during breaks. On warm days, classes are held with open windows and transoms. Before the start of classes and after their completion, it is necessary to carry out through ventilation. The duration of cross-ventilation of the classroom depends on the outside air temperature (see Table 1).
Table 1
Outside temperature (in degrees C) | Duration of room ventilation (min.) |
|
in small changes | into big changes and between shifts |
|
from +10 to +6 from +5 to 0 from 0 to -5 -5 to -10 below -10 | 4-10 1-1,5 | 25-35 20-30 15-25 10-15 5-10 |
1 The water supply must be connected to the teacher’s demonstration table and in the laboratory
Office layout
The area of the office should allow furniture to be arranged in compliance with sanitary and hygienic standards. Student tables are placed in three rows: the distance between tables in a row is 0.6-0.7 m, between the rows of tables and the side walls of the room - 0.5-0.7 m, from the first tables to the blackboard - 2.4- 2.7 m; from the demonstration table to the board - at least 1 m; from the last tables to the back wall - 0.7 m; the greatest distance between a student’s last place and the blackboard is 8.6 m.
The lower edge of the board is located above the floor at a height of 0.8-0.9 m. The visibility angle of the board (from the edge of the board 3 m long to the middle of the student’s outermost place at the front table) should be at least 35? for students.
Sectional cabinets for educational equipment are installed along the back wall of the classroom-laboratory. A board and part of the permanent exhibition are placed on the front wall. Display cases or stands are installed on the side wall opposite the windows.
The laboratory room contains cabinets for storing educational equipment, a preparation table for some living objects and the preparation of protozoaexperiments. In addition, the laboratory room is equipped with a work desk for the teacher and a sink with a dryer is installed.
Equipping the office
Educational equipment used in teaching biology is divided into groups according to classification.
1. Natural objects: living plants and animals, collections, wet and osteological preparations, herbariums, taxidermic material, micropreparations.
2. Instruments, utensils, accessories for demonstration and laboratory work.
3. Visual media training: volumetric (models, dummies, relief tables); planar (appliqué models, printed tables, geographical maps, didactic handouts); traditionalScreen and sound means(educational films, transparencies, slides, transparencies for overlay, folio tables, which are a “transparency” of one frame and used as tables for occasional use, video films).
4. Technical teaching aids (TSO): equipment for displaying information contained in on-screen media.
5. Personal electronic computers (PCs), application software packages. In the future, sets of demonstration sensors for a computer will be introduced, as well as a set of sensors and devices that provide information about the controlled physical parameter or process.
6. Literature for students: textbooks, collections of problems and exercises, anthologies, workbooks; for the teacher: methodological literature, popular science literature, reference books, etc.
Educational equipment is purchased in accordance with the “List of Educational Equipment” approved by the Ministry of Education of the Russian Federation, and is supplied in sets according to the type of aid.
In the classroom, the following zones are distinguished: a work area for students, a work area for the teacher, a space for placing educational equipment, an area for the location of technical equipment and an area for individual activities of students, which contributes to the realization of personal oriented approach in teaching
table 2
Dimensions of furniture and its marking according to GOST standards “Student tables” and “Student chairs”
Furniture rooms according to GOSTs 11015-93 11016-93 | Group height (in mm) | Height above floor edge of the table according to GOST 11016-93 (in mm) | Height above the floor of the front edge of the seat GOST 1 1016-93 (in mm) |
1450-1600 1600-1750 Over 1750 |
Equipment for student and teacher workplaces
Workplaces must be adapted to various types of activities of teachers and students: preparatory, performing, corrective and controlling.
Student workplace. Rational organization of a student’s workplace requires compliance with the following conditions:
Sufficient working surface for writing, reading, making observations, etc.;
Convenient placement of equipment used in the lesson;
Correspondence of the table and chair to anthropometric data to maintain a comfortable working posture for the student;
Required level of illumination (150 lux).
In the biology classroom, it is most convenient to use student laboratory tables (table top size 600x1200 mm) with a plastic coating. To match the furniture to the height of students in the office, it is advisable to have 50% of tables of group No. 4, 40% of tables of group No. 5 and 10% of tables of group No. 6 (see Table 2).
With this configuration, most students will be provided with furniture of suitable sizes. Tables and chairs that can be adjusted in height can be used (Fig. 1,2). Tables are arranged according to numbers: smaller ones are closer to the board, larger ones are further away. For children with hearing and visual impairments, tables, regardless of their number, are placed first, and students with reduced visual acuity should take seats in the first row from the windows.
Children who often suffer from acute respiratory infections, sore throats, and colds should be seated further from the outer wall.
For ease of use, student furniture is marked. On the outside, on the side of the table, color markings are applied (a circle with a diameter of 25 mm or a horizontal strip with a width of 20 mm). Each group of furniture is marked with its own color: 4 - red; 5 - green; 6 - blue. Similar markings are applied to student chairs.
Teacher's workplace.During the lesson, the teacher demonstrates experiments and various educational equipment. For this purpose it is equipped workplace teacher, which includes: a demonstration table, a blackboard, a screen. Of all the currently produced demonstration tables, the most convenient for a biology classroom is a two-stage table consisting of two sections (Fig. 3). The left section is a demonstration section, behind which the teacher works while standing, showing students prepared experiments and objects. The right section (lower), the preparation section, is used for preparing demonstrations. Water, sewerage, and electric current must be supplied to the table.
Chalkboards produced in Russia by the Rossmetall association (Samara) are not inferior in quality to foreign models. The outer surface of the board is made of galvanized steel sheet coated with enamel. The service life of such a board is 25 years. Its coating allows you to use both chalk and markers. The surface of the board has magnetic properties and can be used for attaching appliqué models, drawings, and graphs. If necessary, it is possible to use an additional magnetic surface in the form of a hanging board.
There are several types of boards in stock. Chalk board (green field), with working surface dimensions 100x150 cm; marker board (white field), with working surface dimensions 100x150 cm; three-piece boards. Chalk swing boards have hinged doors that increase the working surface (the size of the main surface is 100x150 cm, the size of doors is 100x75 cm). The board on the tripod measures 100x70 cm, the height of its legs can vary. It is equipped with a special strap for attaching a large notepad (90x65 cm) and a standard A2 sheet. All boards have a metal surface with magnetic properties.
In addition, a notice board (Post-it 558) can be used in the office, which has unique (adhesive-electrostatic) properties, thanks to which sheets of paper, postcards, and photographs are attached without the use of glue or buttons. It is enough to place the sheet on the board, run your hand over it, and it will stick to its surface. These properties of the board are maintained for many years. The notice board is made on a cardboard base and weighs no more than 1800 g; its dimensions are 58x46 cm. It is attached to a wall or stand with double-sided tape included in the delivery package.
Several boards available in the cabinet can be mounted end-to-end, forming large surfaces of the desired size. They can be placed on the side wall to display thematic materials and student work.
TECHNICAL TOOLS FOR TEACHING BIOLOGY
Almost every biology lesson has opportunities to use certain technical teaching aids (TST). Their use is especially advisable in multi-class schools.
For a biology classroom, we can recommend the following:complex of technical means:color TV; cassette video recorder, which can be replaced with a recording video player; graphic projector (overhead projector); slide projector for demonstrating transparencies (slides); compact or network computer; a printer for displaying images from a video camera and computer or a projector with an LSD panel for displaying images from a computer and film on the screen; demonstration control panels; computer presentation program; cleaning audio and video cassettes.
In addition, if the school has financial resources, it can be recommended to purchase a video camera for the teacher to film students, a digital camera for entering photo information into a computer and printing it on a printer.
There is no doubt about the importance of using educational films in the learning process. Domestic methodologists have created numerous educational films on various topics natural science cycle of subjects. However, at present, film projectors are preserved only in certain schools. They have been replaced by the VCR, and Russian studios are producing videos that use materials from the best educational films of past years. The technique for working with videos is similar.
To place the TSO in the office, it is advisable to have two mobile stands and a hanging TV stand.
The graphic projector is installed on the preparation part of the demonstration table or on a mobile stand.
The recommended height of the TV from the floor is 1.2-1.3 m. To reduce light glare on the TV screen, it is advisable to install it so that the top edge is tilted towards the students by 10-15°.
The computer is placed near the teacher’s workplace, for which a specialized table is purchased. Currently, some companies produce automated teacher workstations that allow you to control all technical equipment using a computer.
Projection equipment
Overhead projectors. Despite the appearance of the latest technology in schools, for example, a computer, a slide projector remains a necessary technical tool in the biology classroom. After all, transparencies have unsurpassed image quality. To even approach the photographic quality of a slide, the computer needs to save a high-resolution graphic file tens of megabytes in size.
Another advantage of transparencies is the environmental friendliness of slide projection. It does not contain a number of factors (rasterization of the image, frequency, harmful radiation) that make computer and video images unsafe for human health, especially adolescents. The third advantage is efficiency. Transparencies can be displayed on a large screen using a small and inexpensive device.
By design features overhead projectors (slide projectors) can be divided into three groups: frame, automatic linear and automatic carousel.
Overhead projectors involve manual translation of the transparencies. These are inexpensive, lightweight and simple in design devices. However, they produce a small luminous flux, so working with them requires a darkened (or semi-darkened) room. It is most appropriate to use them for working with small groups of students, for example, in a small school. Overhead projectors of this type are not currently produced.
Most commonlinear projector,in which slides (20, 36, 40, 50, 100 pieces) are located in a linear magazine one after another. Such projectors are equipped with an automatic slide translation system by pressing a button. The projector may also have a remote control. In world practice, three main types of linear stores are produced: LKM, CS, Standart. The latter type is common in Russia, used in the Pelengi and Svityaz. An example would be “Peleng 500A”, “Peleng 500K”, “Diafocus 1500E”, “Diafocus IR”.
Carousel projectorsdiffer in the system of feeding and changing transparencies. The rotating magazine holds from 80 to 140 slides. These projectors have more high cost and are superior to linear ones in reliability, image quality and ease of use. For example, Kodak carousel projectors use 300 W lamps housed in a special optical module, which makes the image brighter.
Epiprojectors. Using an epiprojector, an image from an opaque object is transferred to the screen: from a book, postcard, document, art reproduction, which is a great convenience for the teacher.
In the previous decade, epiprojection was combined with diaprojection in one device - epidiascope. Its main disadvantage was the low luminous flux, which required complete darkening of the room.
Modern imported episcopes, thanks to their perfect design, the presence of a powerful quartz-halogen lamp and excellent optics, are equal in image brightness to slide projectors. When using them, only that part of the room where the screen is located is darkened. An example is the EPI A4 epiprojector.
Graphic projectors. Previously, a graphic projector was called an overhead projector, a retroprojector, or a viewgraph. Currently, the term “overhead projector” is also used. A graphic projector is used to project slides, banners, and small transparent objects. With its help, you can obtain on the screen a shadow or translucent projection of living objects placed in a transparent cuvette (for example, the movement of aquatic invertebrates) on the transparent window of a graphic projector. The projector can also demonstrate optical phenomena using lenses and crystals.
The most convenient for use in the office is a graphic projector with a clear window of at least 285x285 mm, where a sheet of A4 paper can be placed.
Graphic projectors ZM series 1600, 1700. In 1991, the American company ZM (Tri-em), developing projectors specifically for educational institutions, opened its representative office in Russia.
The M-1705 projector is a basic model with one lamp, single-lens optics and a folding stand. M-1708 differs from the previous model by the presence of a system for quickly replacing a burnt-out lamp. M-1720 has a higher quality three-lens optical system. M-1750 is the brightest projector in the school series - 3800 lumens. M-1605 is a new development of the company. With technical data close to the 1700 series devices, they are significantly cheaper.
It is possible to use graphic projectors of the Quadra series, produced by the Slovenian company Vega. These projectors comply with our technical standards (safety, low level noise, high image brightness, modern design). Basic model The Quadra 250x has one lamp, single-lens optics, and a brightness of 2200 lumens.
Multimedia projectors.Multimedia overhead projection is a new developing technology. This is a collective name for all types of projectors that operate on a digital signal. Modern devices are not limited to the presence of a video card and receive signals not only from a VCR and video receiver, but also from a computer, digital and analog video camera, and scanner. This is the most technologically advanced and expensive type of projector.
For a classroom, such projectors must meet certain requirements. First of all, the brightness of the projector must be at least 600 lumens on the ANSI standard scale. Digital and video images consist of many organized points - pixels. The number of pixels on the sides of the image characterizes the “resolution” parameter - the clarity of the resulting image. Main resolution standards: VGA - 640x480 pixels; SVGA - 800x600; XGA-1024x768; SXGA-1280x1024. XGA resolution is becoming the quality standard. For a small audience, you can also use SVGA resolution. VGA projectors are obsolete and the most harmful to the eyes.
Modern projectors have good technical characteristics And additional features, such as, for example, matrix technology, infrared remote control, “Zooming”, “Anti-trapezoid”, “Mouse emulation”, “Picture in Picture”. Thus, the Sony VPL-C52 multimedia projector has the functions of 4x digital zoom and digital keystone correction at a tilt angle of up to 15°, as well as high quality video images. The scan converter provides resolutions from 640x480 to 1280x1024. Remote controller remote control Equipped with a virtual computer mouse, more convenient than a laser pointer. The kit includes a carrying bag and a set of cables. Maximum image size 3.7 m, brightness 600 lumens, weight 2.9 kg.
Any projector used in a school environment must be compatible with a 220V/50Hg/ power supply and support PAL and SECAM video standards.
Projection screens
To display an image using a projector, a screen is required. Choosing the optimal distance from the projector to the screen depends on the size of the classroom, lighting, projector power and its focal length. It is generally accepted that the distance from the screen to the last workstation in the office, divided by the diagonal size of the image on the screen, should not be less than 5.
Currently, there are many modifications of screens.
Wall screen placed in a metal tube, which is attached to the wall with two brackets for permanent use. When demonstrating the aids, the canvas is pulled down. The screen can be equipped with a locking mechanism for automatic installation at the right height. Screen sizes are different: 125x125 cm, 150x150 cm, 180x180 cm (without fixation mechanism); 155x160 cm, 180x190 cm, 200x210 (with locking mechanism).
Tripod screenalso housed in a tube that is attached to a lightweight metal tripod. This screen can be installed anywhere in the office. The height relative to the floor is adjustable. Dimensions 125x125 cm, 155x155 cm, 180x180 cm.
Electrically driven screensare installed permanently and are equipped with a motor that ensures its folding and unfolding. Additionally, you can purchase an infrared control panel for operation from a distance of 30 m. Screen dimensions: 155x190 cm; 200x210 cm.
Screens with special coatinghave a surface treated to enhance reflective properties, which increases image brightness. However, the viewing angle of such screens is much smaller and, therefore, the visibility sector is reduced, so they can be used for small rooms with an elongated layout.
Anti-trapezoidal screenallows you to avoid the trapezoid effect - stretching of the upper side of the image. To do this, the screen is fixed in an inclined position using a special bracket.
The use of TSO in lessons is regulated by hygienic standards. So,duration of display of screen-based learning tools for students V-V1I classes should not exceed 20-25 min; for students VIII-X classes - 25-30 min. During the week for students the main and high school It is advisable to use TSO for no more than 4-6 lessons . The time of continuous work directly with the video display terminal (VDT) of the computer should be determined taking into account the age characteristics of schoolchildren and the corresponding hygienic requirements. After classes with VDT, it is necessary to do eye exercises.
TEACHING EQUIPMENT AND DECORATION OF THE BIOLOGY OFFICE
Training equipment storage system
Effective use of educational equipment necessary for studying various sections of a school biology course is possible only with its rational placement and proper storage. For this purpose, it is recommended to purchase a set of sections for various purposes: glazed, with blank doors and shelves, which can be configured in different ways. A table stand is installed under the chalkboard.
In general, the system for placing educational equipment should ensure: the safety of material teaching aids and the reliability of their operation; a permanent place convenient for retrieving and returning benefits; rapid accounting and control to replace failed aids with new ones.
Equipment is classified by course sections, types of aids, taking into account the frequency of its use. In the classroom-laboratory they placeequipment for independent and laboratory work(optical instruments, trays for handouts, dissecting instruments, etc.).
Natural objects(herbariums, stuffed animals, entomological collections), includingwet preparations,fade from direct sunlight, so they are stored in cabinets with solid doors. In order to prevent damage to these materials by “museum pests,” they are disinfected twice a year. This should be done during school holidays, after which the room must be thoroughly ventilated. Students are not allowed to undergo such processing. Natural objects severely damaged by “museum pests” are immediately written off and destroyed.
Vertebrate skeletonsstored in closed cabinets. Microspecimens They are sold in special factory packaging; they are placed horizontally in cabinets to prevent them from slipping. Sets of microslides are classified into classes and topics. Microslides are distributed to students' desks in special containers with 4-5 nests.
All natural objects are used as handouts, so they are purchased at the rate of one handout per desk.
Dummies, models placed in cabinets away from direct sunlight and heating devices. The dummies are stored in boxes, in special recesses made of soft paper; large anatomical models - under covers made of dense fabric or synthetic film.
Tables must be glued to cardboard or fabric and placed by item in the display cabinets in the numbering order of each series.
In biology lessons, when studying different sections, a large number of transparencies (slides), which are stored in albums, selected by class.
For optical instruments-microscopes,tripod and hand-held magnifiers - it is advisable to have a special cabinet. It is advisable to store microscopes under a cover made of synthetic film in closed sections of the cabinet; hand-held magnifying glasses - in special configurations.Dissecting instruments(dissecting knives, needles, scissors, tweezers) are placed in homemade containers.
A variety of laboratory glassware is used in the biology classroom. Its placement depends on the frequency of use. The most commonly used dishes are small containers, slides and cover glasses, so they are placed in the middle part of the cabinet in trays. In the same cabinet, various laboratory instruments are stored on the top shelf; Small laboratory supplies are placed in the lower compartment: tripods, glass and rubber tubes, plugs. Labels with a list of available equipment are affixed to the end part of the installations.
The Coordination and Analytical Center for Scientific and Technical Programs of the Ministry of Education of the Russian Federation (FSUE "MCTP Center"), together with the Institute of General Secondary Education of the Russian Academy of Education, has developedequipment for biological microlaboratory,allowing for laboratory and practical work (66 items) in all sections of the biology course. With the help of such a kit, a teacher can develop the necessary skills in conducting a biological experiment and targeted observation. In addition, the acquisition of a microbiological laboratory creates safe conditions and practical convenience in the work and placement of equipment in the office. At the same time, the teacher can easily visually monitor the safety of the equipment.
The biological microlaboratory includes optical instruments, a set of 39 ready-made microslides for all sections of the school biology course, a tray for handouts and 24 items of laboratory equipment (microscopy kit, dissecting instruments, laboratory glassware, alcohol lamp, etc.). The equipment is placed in a package measuring 420x280x130 mm, weighing 4 kg (without microscope). The set comes with " Guidelines for laboratory work in biology" and methodological support on CD.
They are often used in biology lessons.chemical reagents.The requirements for their storage are common to the school. It is advisable to have the following reagents in the office: a solution of iodine in potassium iodide, starch, glucose, sodium bicarbonate, potassium permanganate, lime water, ethyl alcohol, formalin (40%), sodium chloride (saline, hypertonic solution).
Solutions and dry substances are stored in glass jars with ground-in lids. Each jar is provided with a label with the name, formula of the substance and its concentration. There should be no reagents without labels in the office. Organic substances (alcohol, formaldehyde) are best stored in the chemistry room.
To combat “museum pests”, pests in the school grounds, and in the corner of wildlife, toxic substances are purchased. Many of them are dangerous to humans. Containers containing these substances must be labeled as “poison” and stored in a locked cabinet or safe.
Excursion equipment:homemade folders for collecting plants, presses for drying, straightening, scoops, jars for collecting living material are placed in a special compartment of the cabinet or preparation table in the laboratory room.
Office interior design
The interior of the classroom should have a positive emotional impact on the teacher and students and at the same time be functionally significant. For design, it is advisable to use materials that are constantly or most often demonstrated in lessons. Items on permanent display should contribute to the formation and development of basic biological concepts.
When placing permanent and temporary exhibition items, it should be taken into account that the material presented on them - text, drawings - should be visible from any student’s workplace. For permanent display in the biology classroom, tables on the following topics are recommended: the development of the organic world, the structure of plant and animal cells, levels of organization of living nature (the series is published by the Shkola-Press publishing house), phenological observations, ecological problems region. The permanent exhibition of the classroom may include the kingdoms of living nature, the classification of plants and animals, microscopy techniques, and rules of behavior in the biology classroom.
On the side wall of the laboratory classroom it is necessary to place several portraits of biologists, as well as a map of nature conservation, which is used in studying the distribution of plants and animals and issues of their protection.
Along the side (or back) wall, cabinets (two-section, the upper section is glazed) or display cases can be placed, in which representatives of the main systematic groups of flora and fauna are located (in the form of herbarium material, stuffed animals, etc.). Self-made exhibitions with changing objects according to the seasons of the year are possible: “Typical biocenoses”, for example, the biocenosis of a mixed forest, swamp, or orchard. To create them, collections of insects, stuffed animals and models of animals, tree shoots, mosses, models of mushrooms, fruits, etc. are used.
The bulk of occasional materials are posted outside the classroom, and students can familiarize themselves with them during breaks. In the corridors and recreation areas adjacent to the biology classroom, it is recommended to place stands for career guidance for schoolchildren with literature for extracurricular reading, as well as photomontages, wall newspapers for biology clubs, etc.
Living objects in the biology classroom.
It is advisable to use indoor plants and animals of a corner of wildlife in lessons and in extracurricular activities as demonstration and handout material, when conducting observations and performing simple experiments. Living objects must be unpretentious in maintenance and care. Their breeding is associated with compliance with sanitary and hygienic requirements: lighting standards (windows cannot be filled with large plants), the content of the gas composition of the air (changes due to improper keeping of animals), humidity (increases if there are large quantity large plants, aquariums). In addition, when placing birds and animals, it should be taken into account that they make noise, and this distracts students' attention.
The maintenance of living objects must meet safety requirements. Plants that do not cause allergic reactions are selected, animals are selected that are non-poisonous. Students must be trained in their use. Some living plants are grown in the school garden training and experimental site. They mainly serve to illustrate the structural features of various groups of flowering plants, as well as to study the morphology of individual organs of higher plants, as examples of varieties of cultivated and ornamental plants. They should be typical for the area and undemanding to growing conditions.
When selecting plants in a biology classroom, first of all, one should proceed from the possibility of using them in lessons and in extracurricular activities, taking into account their role in interior design. It is advisable to place plants on racks that are mounted in the walls at the edge of the windows or on stands. All plants are provided with labels with species names, belonging to one or another family, indicating the homeland of growth. The labels are attached to the flowerpot.
Small plants are recommended for placement in the classroom, on which the structure of the shoot, leaf, leaf arrangement, leaf shapes, types of venation, etc. can be illustrated. Two or three large plants will create a unique interior. The main part of the plants is placed in the laboratory room on the preparation table and on shelves, as well as in corridors and recreation areas.
Indoor plants are selected according to ecological groups, which makes caring for them easier. In a group of wet plants tropical forests may be: African balsam, begonias (ever-flowering, spotted and other types), wax ivy, dracaena, hybrid coleus, Monstera lakomata, tradescantia (virginian, Guiana, zebra-shaped, white-variegated), ficus, cyperus, epiphyllum. Plants of the subtropics: asparagus (Sprenger, pinnate), aspidistra, Japanese aucuba, saxifraga, clivia nobilis, maidenhair fern, nephrolepis, fragrant and zonal pelargonium, common ivy, uzambar violet, graceful fuchsia, chlorophytum fasciculata, cissus. Desert plants: cacti (various types), aloe vera, bryophyllum, Sansevieria Ceylon.
It is recommended to keep the following animals: protozoa, hydras, earthworms, mollusks (ponds, slugs), small crustaceans (daphnia, cyclops), aquatic arthropods (diving beetles, silver spiders), fruit flies.
If there is an appropriate room, vertebrate animals can be used to breed aquarium fish, fish from local standing reservoirs, land turtles, axolotls, budgerigars, canaries, corvids and hamsters.
Kurkina Natalya Aleksandrovna, biology teacher at MKOU Berezovskaya KSHI, 2017. Author's material: Recommendations for placing teaching equipment in biology in the laboratory room.
Placing and storing educational equipment is one of the main tasks of a biology teacher. Rational placement and proper storage of educational equipment not only contributes to their long-term preservation, but is also an indicator of the organization of the teacher’s work.
In the office, in two to three bookcases with upper glazed sections, we recommend placing literature for teachers and students, folders with handouts and printed tables.
In the laboratory room adjacent to the biology office, eight multi-section cabinets are placed along the walls. The distribution of cabinets corresponds to the sections of the biology course: botany, zoology, humans and general biology, which involves specifying the location of each piece of educational equipment.
A cabinet with glass doors on the right side, not far from the front door (convenient for ventilation and taking bottles for work) is allocated for wet preparations in zoology. The human skeleton model on a movable stand can be conveniently placed in the opening between the sixth and seventh cabinets. General biological educational equipment (microscopes, microslides, microlaboratories) can be placed in the seventh and eighth cabinets - closer to the window and laboratory table. And empty empty factory boxes (from a processor, printer, herbarium, etc.) moved to the top of these cabinets do not attract too much attention. We recommend leaving the relief tables and herbarium in their original packaging, since then they will not only be better preserved, but also a factory inventory of the contents is a guarantee against errors in the list of objects. Already long time We store each copy of the dummy, including handouts, in plastic bags. This protects against direct sunlight, dust and abrasion upon contact. Agree, a model of a nightshade flower or a heart is needed for a couple of lessons throughout the entire school year, and not all the time. Collections of seeds and fruits, insects are constantly updated, so it is possible to use a variety of chocolate boxes. In the lower sections of the cabinets it is advisable to place bulky models: “Human Torso”, “Descent of Man” and tree cuts. We offer an option for placing biology training equipment in the laboratory room.
Section “Zoology Cabinet No. 1”
Volumetric modelsSkeleton of horse limbs (front and back)
1. Character traits fish skeleton
2. Characteristic features of the skeleton of tailless amphibians
Zoology relief models
1. Internal structure gastro mollusk
2. Internal structure of the hydra
3. Internal structure of the beetle
4. Internal structure of an earthworm
5. Internal structure of a rabbit
6. Internal structure of a frog
7. Internal structure of fish
8. The internal structure of the dog
9. Internal structure of a lizard
10. Ruminant stomach
11. Archeopteryx
Botany relief models
1. plant cell
2. Wheat grain
3. Cellular structure root
4. Cellular structure of the leaf
5. Cellular structure of the stem
Dynamic benefit
Development of tapeworm
Model - applique
1. Stages of development of organs and systems
2. Frog development cycle
3. Ants. Anthill structure
4. Bees. Hive structure
5. Development cycle of bovine tapeworm and liver fluke
6. Roundworm development cycle
Section “Zoology” Cabinet No. 2
Rabbit
Volumetric models of the brain
1. Fish
2. Frog
3. Reptiles
5. Bird
6. Mammal
Natural objects (osteoskeletons in zoology)
1. Fish
2. Frog
3. Dove
4. Mole
5. Rat
Section “Botany” (cabinet No. 3)
Natural objects (a set of herbariums of different groups of plants)1. Morphology
2. Groups of plants
3. Trees and shrubs
4. Wild
5. Medicinal
6. Agricultural
7. Cultural
8.Plant communities
Dummies
1. Vegetables
2. Fruit
3. Cap mushrooms
Model - applique
1. Reproduction of unicellular algae
2. Reproduction of multicellular algae
3. Unicellular algae
4. Development of the cap mushroom
5. Fern development
6. Pine development
Dynamic benefit
1. Development cycle of a cap mushroom
2. Development cycle of algae and moss
Natural objects (collection)
Seeds and fruits
Natural objects
1. Tree cuts
2. Conifer cones
Models of flowers of various families
1. Family Solanaceae (nightshade)
2. Family Liliaceae (tulip)
3. Family Cruciferous (cabbage)
4. Family Cereals (rye)
Natural objects
Seeds of the following plants
1. beans 2. soybeans 3. pumpkin 4. rowan 5. hawthorn
6. flax 7. sunflower 8. wheat
1. Polypore
2. Chaga
Chapter " General biology"(cabinet No. 5)
Volumetric models1. Gibbon's head
2. Chimpanzee head
3. Bust of a chimpanzee
5.2.1
Volumetric models
1. Protein
2. DNA structure
3. DNA structure model
4. Cage (handout)
5.1.2
Volumetric models
Human Origins
5.2.2
Model - applique
1. Chromosome crossover
2. Genealogical method of anthropogenetics
3. The role of the nucleus in the regulation of organism development
4. Structure of cells and tissues of plants and animals
5. Basic genetic laws (2 parts)
6. Biogenic carbon cycle in nature
7. Biogenic nitrogen cycle in nature
8. Main directions of evolution
9. Interactions in natural communities
10. Typical biocenoses
11. Biosphere and man
12. Protein biosynthesis
13. Symbitic theory of eukaryotic formation
14. Cell structure
5.1.3
Volumetric models
Races of man
5.2.3
Dynamic benefit
1. Cell division
2. Mendel's laws
3. Protein synthesis
4. Chromosome crossover
5. Classification of animals and plants
Collection
Forms of preservation of fossil plant and animal organisms
5.1.4
Flower Seedsschool site
5.2.4
Volumetric models / set of models of paleontological finds
Human Origins
Organization of the classroom A school biology classroom is not only a classroom where biology lessons, elective and club activities are held and extracurricular assignments are performed, it is also the material base of the educational educational process. The biology room helps to solve the following problems: providing the educational process with the necessary equipment that increases the effectiveness of learning; widespread use of technical teaching aids in lessons and outside of class hours; provision of educational didactic material appropriate program material; provision of necessary equipment various types extracurricular and extracurricular work. The school's biology classroom consists of a classroom, a laboratory and a wildlife corner.
Laboratory office The laboratory has: cabinets and shelving, a table for the teacher, analytical balances, etc. Natural objects (herbariums, stuffed animals, entomological collections) are stored in cabinets with blind doors away from direct sunlight. Entomological and other collections are stored in special boxes, herbariums - in boxes or folders. Skeletons of vertebrate animals are stored in closed cabinets.
Microspecimens Microspecimens are stored in factory packaging so that the microspecimen is located horizontally, which protects it from floating. Sets of microslides are arranged by class and topic. There are sets of micropreparations in botany, zoology, anatomy and general biology.
Reagents The general requirements for storing chemical reagents at school apply to the storage of reagents in the classroom. The most commonly used reagents are the following: iodine solution in calcium iodide, starch, glucose, sodium bicarbonate, potassium permanganate, lime water, ethyl alcohol, formalin (40%), sodium chloride (saline, hypertonic solution).
Educational and methodological support for the classroom The classroom is provided with: textbooks, didactic materials, handouts in accordance with educational program schools; in sets typical tasks, tests, tests, multi-level tasks for diagnosing the fulfillment of the requirements of the basic and advanced level of the educational standard; textbooks on biology, scientific, popular science, educational and methodological literature for teachers and students; a file cabinet for recording educational and didactic material, educational equipment, a file cabinet of tasks for implementing an individual approach to training, organization independent work and exercises for students, conducting tests.
Office design The interior of the office has a positive emotional impact on the teacher and students. The interior is functionally significant: the materials used for decoration are those most often used in biology lessons. Items in the permanent exhibition of the cabinet should contribute to the development of basic biological concepts (such as the levels of organization of living things, the development of the organic world, environmental protection). There is poster material with examples of students successfully fulfilling the requirements educational standards, analysis typical mistakes, the results of intellectual marathons, olympiads, competitions, and students completing creative tasks. Availability of a schedule for the study room for the compulsory program, elective classes, classes with lagging and gifted students, consultations.
Living corner The biology classroom should differ from other classrooms precisely in its uniqueness and special atmosphere. That is why we tried to make the school a truly paradise, consisting of more than 50 species of various plants. All plants are provided with labels that indicate the species name, family, and origin of the plant. The labels are attached to the flower pot.
Orchidrarium From 2013, an orchidrarium will be created in the school biology classroom. There is already a collection of several types of orchids: phalaenopis, dendrobium, lady's slipper, cattleya, etc. The stunning petals of incomparable orchids, blooming one after another on a thick green stem, carry love, beauty, sophistication and extraordinary tenderness. Their charming petals look like magic lanterns, illuminating the area with their boundless warmth.
Orchidrarium The incomparable appearance of the precious Macodes petola orchid deserves special attention. The stems of this unusual miniature orchid spread along the surface of the substrate and branch all the time, reaching a height of 7-8 cm. The color of the velvety leaves varies from light green and emerald to gray-green with golden veins that shine and shimmer in the light.
Laboratory equipment and safety precautions The basic principle of placement and storage of educational equipment is by subject, type of educational equipment, taking into account the frequency of use of this educational equipment. The office is equipped with fire-fighting equipment and a first aid kit, safety instructions, and there is also a log of introductory and periodic safety briefings for students.
Biology cabinet Thus, the equipment of the cabinet maximizes the quality of work school curriculum with minimal time spent on organization and inclusion in educational process a variety of audiovisual and other teaching aids. The office, in addition to being well equipped and aesthetically attractive, is simple in design and convenient for work - there is no overload with exhibition stands or natural objects that are little used in the learning process.
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2.2.1. Sanitary and hygienic requirements for the biology classroom.
2.2.1.1. Natural and artificial lighting of the office must be provided in accordance with SNiP-23-05-95. Natural and artificial lighting,
2.2.1.2. The orientation of the windows of classrooms should be towards the south, east or south-east of the horizon.
2.2.1.3. The room should have side left-side lighting. For double-sided lighting and an office room depth of more than 6 m, it is necessary to install right-side lighting, the height of which must be at least 2.2 m from the floor
2.2.1.4. It is prohibited to obstruct light openings (from the inside and outside) with equipment or other objects. Large plants or shelves with plants should not be placed on windows. The light openings of the office should be equipped with adjustable sun-protection devices such as blinds, fabric curtains in light colors that match the color of the walls and furniture.
2.2.1.6. The illumination level of workstations for teachers and students under artificial lighting should be at least 300 lux, on the blackboard - 500 lux.
2.2.1.7. The coloring of the room, depending on the orientation, should be done in warm or cold tones of low saturation. Rooms facing south are painted in cool colors (blue, gray, green), and north-facing rooms are painted in warm colors (yellow, pink). Painting in white, dark and contrasting colors (brown, bright blue, lilac, black, red, crimson) is not recommended.
2.2.1.8. The floors must be free of cracks and covered with planks, parquet or linoleum on an insulated base.
2.2.1.9. The walls of the office should be smooth, allowing them to be cleaned using a wet method. Window frames and doors are painted white. The light reflection coefficient of the walls should be in the range of 0.5-0.6, the ceiling - 0.7-0.8, the floor - 0.3-0.5.
2.2.1.10. The laboratory and laboratory premises must be provided with heating and supply and exhaust ventilation so that the temperature in the premises is maintained within 18-21 degrees Celsius; air humidity should be between 40-60%.
2.2.1.12.Natural ventilation should be carried out using transoms or vents with an area of at least 1/50 of the floor area and providing threefold air exchange. Transoms and vents must be equipped with devices that are convenient for closing and opening.
2.2.1.13. The office must have at least two sinks with water supply: one in the laboratory, the other in the laboratory room.
2.2.1.14. The power supply to the office must be in accordance with the requirements of GOST 28139-89 and PUE.
2.2.1.15. The teacher's demonstration table must be equipped with a 220V socket alternating current. The electric current supply to the table must be stationary and hidden.
2.2.2. Requirements for a set of furniture in a classroom
2.2.2.1. Specialized furniture is used in the office: - for organizing work places for students and teachers; - for proper and rational storage and placement of educational equipment; - for placing living objects (plants and animals) used in demonstration experiments, observations in lessons and outside of class hours; - devices for decorating the interior of the office; - for placing equipment.
2.2.2.2. Furniture for organizing the teacher's workplace: - one section of a demonstration table (GOST 18607-93) and a table for the teacher with a chair.
2.2.2.3. Furniture for organizing student workplaces includes double laboratory student tables of different height groups (N4,5,6) with color coding, complete with chairs of the same height groups (according to GOST 18314-93).
2.2.2.1. For rational placement and proper storage of educational equipment, a set of sections for various purposes is required, from which options for combined laboratory cabinets can be assembled. The combined laboratory cabinet is located on the rear wall of the laboratory and consists of the following sections (according to GOST 18666-95).
Name of sections Quantity Notes Glazed section
5 Upper, with shelves Section with drawers 1 With plinth, used as lower. Blind doors Section with blind doors 2 With a plinth, used as a bottom Section with trays 2 With a plinth. used as a bottom. The doors are solid
2.2.2.5. Furniture for placing living objects is located in the laboratory room - a preparation table (or shelving).
2.2.2.6. A cabinet is installed in the laboratory room, consisting of the following sections: - lower (with a plinth) with blind doors - 2 pcs.; - lower (with a plinth) with trays - 2 pcs.; - upper with blind doors - 8 pcs.
2.2.3. Requirements for equipping the office with technical devices, equipment and fixtures 2.2.3.1. An overhead projector, a graphic projector, an epiprojector, a television (color, with a screen size of at least 61 cm diagonally), a video recorder, and a computer for the teacher’s work must be permanently placed in the classroom.
2.2.3.2. To place the equipment in the office there must be two mobile stands. On one, located near the back wall, a slide projector and an epiprojector are placed; on the other, located near the front wall, there is a TV and VCR. The graphic projector must be installed on a special mobile cart installed at a distance of at least 1.8 m from the board (screen).
2.2.3.3. To connect projection equipment and other technical teaching aids, at least 3 plug sockets must be provided in the laboratory: one at the blackboard, another on the laboratory wall opposite the blackboard, and the third on the wall opposite the windows.
2.2.3.4. For the rational placement of equipment during its use in the classroom, the following three zones for placing projection equipment can be distinguished: a) in the middle of the classroom (an overhead projector for demonstrating slides (If the school has filmstrips), an overhead projector with a short-focus lens for demonstrating filmstrips, an epiprojector) ;b) in the teacher’s workplace area (graphic projector and TV, VCR). The screen must be hung at an angle, because When working with a graphic projector, distortions occur on a vertical screen. The screen can be mounted on brackets above the blackboard at a distance of about 40 cm from the front wall (we also accept the method of hanging the screen from the ceiling on rods, cables or to a panel above the board).
2.2.3.5. When demonstrating transparencies-slides (with a screen image width of 1.2 - 1.4 m), the distance from the first tables of students to the screen should be at least 2.7 m, and from the last tables - 8.6 m.
2.2.3.6. When demonstrating videos, it is necessary to ensure a distance from the screen to students of at least 3-4 m, the height of the suspension of the lower edge of the screen above the podium is at least 0.9 m.
2.2.3.7. The optimal viewing area for TV shows and videos is located at a distance of at least 2.7 m from the TV screen. The height of the TV from the podium should be -1.2 - 1.3 m. To reduce light glare on the screen, the TV should be installed so that the top edge is tilted towards the students by 10 - 15 degrees.
2.2.4. Requirements for office premises
2.2.4.1. A biology classroom requires two adjacent rooms: a laboratory with an area of 66-70 square meters. m (with a length of 10-11 m, width of 6-7 m) and a laboratory room - 15-18 sq. m. It is best to place the office on the ground floor with the windows oriented to the south or east.
2.2.4.2. The biology classroom can be combined with the classroom to teach an integrated science course. In small schools, combined classrooms can be organized: biological-chemical, biological-geographical, natural science classrooms with the teaching of biology, chemistry, and physics. The combined office requires: one laboratory room and 1-2 laboratory rooms.
2.2.4.3. The area of the office should allow furniture to be placed in it in compliance with sanitary and hygienic standards. Student desks should usually be installed in three rows. Double-row or single-row installation of tables is allowed. The distance between tables in a row is 0.6 m, between rows of tables is at least 0.6 m, between rows of tables and longitudinal walls is 0.5-0.7 m, from the first tables to the front wall is about 2, 6-2.7 m, the greatest distance from the last place of students from the blackboard is 8.6 m.
2.2.4.4. Sectional cabinets for educational equipment and equipment (slide projector, epiprojector) on stands are installed along the back wall of the laboratory.
2.2.4.5. A board and part of the permanent exhibition are placed on the front wall.
2.2.4.6. On the side wall opposite the windows, display cases or stands are installed for permanent and temporary exhibitions.
2.2.4.7. In the laboratory room there is a wall cabinet for storing educational equipment, a preparation table for some living objects and the preparation of simple experiments. In addition, the laboratory room is equipped with a desk for the teacher and a sink with a board for drying chemical glassware.
2.2.5. Requirements for equipping the classroom with educational equipment
2.2.5.1. The organization of a biology classroom involves equipping it with a full set of educational equipment in accordance with the current Lists of educational equipment in biology for educational institutions of Russia, approved by order of the Ministry of Education of the Russian Federation.
2.2.5.2. Educational equipment in biology is divided into groups: - natural objects (live plants and animals, collections, wet and osteological preparations, herbariums, etc.); - instruments, dishes, accessories for demonstrations and laboratory work; - dummies, models, relief tables ;- aids on a printed basis (tables, maps, textbooks, didactic material, etc.); - screen-sound teaching aids (ESTS): video films (movies), filmstrips, transparencies, slides, banners); - projection equipment for presentation of information contained in the EZSO; - means of new information technologies (SNIT): personal electronic computers (PCs), application software packages; demonstration equipment - a set of sensors and devices that provide information about a controlled physical parameter or process: - literature for teachers and students (textbooks, reference books, methodological literature, etc.).
2.2.6. Requirements for organizing workplaces for teachers and students
2.2.6.1. The workstation for a biology teacher includes: a demonstration table (one section), a teacher's table with a chair, a blackboard, and a screen.
2.2.6.2. The section of the demonstration table must be supplied with 220V electric current and water.
2.2.6.3. For an office, as a rule, they use a blackboard with five working surfaces, consisting of a main board and two folding ones. The size of the main panel is 1500x1000 mm, the folding panels are 750x1000 mm. These boards have a magnetic surface for using appliqué models. 6-7 holders for tables of occasional use should be placed on the top edge of the chalkboard.
2.2.6.4. Rational organization of a workplace for a student requires compliance with the following conditions: - sufficient working surface for writing, reading, observation, etc. - convenient placement of equipment used in the lesson; - compliance of the table and chair with anthropometric data to maintain a comfortable working posture for the student; - the required level of illumination on the working surface of the table (300 lux).
2.2.6.5. For the biology classroom, it is necessary to use student laboratory tables (table top size 600x1200 mm) with a plastic coating. In order for the furniture to match the height of the students, the following groups of tables should be placed in the office: 4 - 20%; 5 - 60%; 6 - 20%. Dimensions of tables and chairs in the biology classroom Furniture group Height group (in mm) Height of the rear edge of the table cover (in mm) Height of the front edge of the chair seat (in mm) Marking color 4 1450-1600 640 380 Red 5 1600-1750 700 420 Green 6 From 1750 760 460 Blue 2.2.6.6. Student furniture should be marked. The table group (in the numerator) and the height of the students (in the denominator) should be written on the bottom of the table cover. For example, brand 4/140-160 means that furniture of group 4 is intended for students with a height of 140-160 cm. On the outside, on the side of the table, color markings are applied (a circle with a diameter of 25 mm or a horizontal strip with a width of 20 mm). Each group of furniture is marked with its own color.
2.2.1. Requirements for placement and storage of equipment
2.2.7.1. The system for placing and storing educational equipment should ensure: - its safety - a permanent place convenient for removing and returning the product, assigning a place to this type of educational equipment based on the frequency of use in lessons; - quick accounting and control for replacing failed products with new ones .The basic principle of placement and storage of educational equipment is by subject, type of educational equipment, taking into account the frequency of use of this educational equipment. Equipment for laboratory work (optical instruments, trays for handouts, dissecting instruments) is placed in the laboratory.
2.2.7.2. Training equipment should be located so that the capacity of cabinets and other equipment is maximized while meeting the requirements listed above.
2.2.7.3. To organize independent laboratory work, you should use a tray system for supplying handouts. The storage units contain dishes, dissecting instruments, a tray for microspecimens, etc.
2.2.7.4. Natural objects (herbariums, stuffed animals, entomological collections) must be stored in cabinets with solid doors away from direct sunlight. Entomological and other collections are stored in special boxes, herbariums - in boxes or folders.
2.2.7.5. Skeletons of vertebrate animals are stored in closed cabinets.
2.2.7.6. Microspecimens are stored in original packaging so that the microspecimen is positioned horizontally, which protects it from floating. Sets of microslides are arranged by class and topic. Microspecimens are distributed to students' desks in special trays with 4-5 slots.
2.2.7.7. Wet preparations should be stored in a cabinet with solid doors.
2.2.7.8. Dummies and models are stored in cabinets away from direct sunlight and heating devices. The dummies are stored in boxes, in special recesses made of soft paper. Large anatomical models are covered under covers made of thick fabric or synthetic film.
2.2.7.9. Tables are stored in rolls or glued (at the teacher’s choice) onto cardboard or fabric and arranged by item in table cabinets in the numbering order of each series.
2.2.7.10. Filmstrips, transparencies, slides, and videos are stored in factory packaging - in boxes, albums. They should be divided into sections of the biology course.
2.2.7.11. For optical instruments - microscopes, dissecting instruments and hand-held magnifiers, it is advisable to have a special cabinet. Microscopes should be stored under a synthetic film cover in locked sections of the cabinet. Hand-held magnifying glasses in special configurations.
2.2.7.12. Dissecting instruments (dissecting knives, needles, scissors, tweezers) are also placed in packs.
2.2.7.13. The placement of utensils in the biology classroom depends on the frequency of their use. The most commonly used dishes are small containers, slides and cover glasses, so they are placed in the middle part of the cabinet in trays. In the same cabinet, on the top shelf, instruments used in the study of biology are stored. The lower compartment contains small laboratory supplies: tripods, glass and rubber tubes, cork and rubber stoppers. Labels with the name of the available equipment are affixed to the end part of the installations.
2.2.7.14. The general requirements for storing chemical reagents at school apply to the storage of reagents in the classroom. The most commonly used reagents are the following: iodine solution in calcium iodide, starch, glucose, sodium bicarbonate, potassium permanganate, lime water, ethyl alcohol, formalin (40%), sodium chloride (saline, hypertonic solution).
2.2.7.15. Solutions and dry substances are stored in glass jars with ground-in lids. Each beam is provided with a label with the name, formula of the substance and its concentration. It is prohibited to store substances without labels in the office. Organic substances (alcohol, formaldehyde) should be stored in the chemistry room.
2.2.7.16. To control pests in the school grounds, in a corner of wildlife, and to control museum pests, toxic substances are purchased in the biology classroom. Many of them are poisonous to humans. The label of the containers where these substances are stored must indicate the poison. Toxic substances must be stored in a locked cabinet or safe.
2.2.7.17. Excursion equipment - folders for collecting plants, presses for drying, straightening, scoops, jars for collecting living material - are stored in a special compartment of the cabinet or preparation table in the laboratory.
2. 2. 8. Requirements for the interior design of the office
2.2.8.1. The interior of the classroom should have a positive emotional impact on the teacher and students. The interior of the classroom should be functionally significant: the materials used for decoration are those that are constantly or most often used in biology lessons. Items in the permanent exhibition of the cabinet should contribute to the development of basic biological concepts (such as the levels of organization of living things, the development of the organic world, environmental protection).
2.2.8.2. When placing permanent and temporary exhibition items, it should be taken into account that all this material is intended for use in lessons, which means the text and drawings should be visible to students from any workplace.
2.2.8.3. To illustrate the concept of the development of the organic world, it is advisable to use a printed table. Another element of the permanent exhibition is the Phenological Observations stand, used in the study of all sections of the biology course. To decorate the side wall, materials from the series Levels of Organization of Living Nature and portraits of biologists are used.
2.2.8.4. Along the back wall there should be cabinets (two-section, the upper section is glazed), or display cases in which representatives (in the form of herbarium material, stuffed animals, etc.) of the main systematic groups of flora and fauna, as well as expositions of Typical biocenoses are located. Some materials for occasional use are placed outside the classroom, where students can familiarize themselves with them during breaks. In the corridors and recreation areas adjacent to the biology classroom, it is recommended to place stands for career guidance for schoolchildren, a stand with literature for extracurricular reading, as well as photo montages, wall newspapers for biology clubs, etc.
2.2.8.5. When selecting plants in a biology classroom, you should first of all proceed from the fact that these objects can be used in lessons and in extracurricular activities. In addition, it is necessary to take into account the role of plants in the interior design of the office and their unpretentiousness to the conditions of detention. It is advisable to place plants on racks that are mounted in the walls at the edge of the windows or on stands. All plants are provided with labels where they write the species name, family, and origin of the plant. The labels are attached to the flowerpot.
2.2. Biology room (laboratory, laboratory room)
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