Breath. Breathing Activation of creative thinking in general anatomy lessons

in which there are many ... that protect the body from ... microorganisms, circulates through ... vessels, it lacks erythrocytes and ...

3. Blood is a red liquid, consisting of cells: ..., leukocytes and ..., and intercellular substance - ..., blood transports substances, neutralizes toxic substances, thermoregulates, protects against ...

4. Blood plasma is 90% composed of ..., as well as of ... and ... substances, takes part in the transport of substances and ... blood.

5. Erythrocytes - red blood cells that do not have ..., a biconcave shape, contain a special protein - ... that easily combines with oxygen.

6... and... are colorless, of various shapes, easily penetrate the walls of capillaries, are able to destroy pathogens due to the reaction..., are formed in the red bone marrow, spleen and... nodes.

7. Platelets... are small nuclear-free formations formed in... the bone marrow, the main function of which is... blood.

8. Blood clotting is a protective reaction of the body, the essence of which boils down to the fact that when blood vessels are damaged, they are destroyed ... and an enzyme is released, under the action of which the soluble plasma protein ... turns into insoluble ..., the threads of which form ... that closes the wound.

9. When an infection enters the human body, lymphocytes produce ..., special protein compounds that neutralize pathogenic ... and ...

10... - this is the body's immunity to infectious diseases, it happens ..., which is produced after the transfer of the disease or is inherited, and ..., occurs as a result of the introduction of ready-made ... or ... cultures of weakened microorganisms.

11. In 1901 ... discovered the existence of four ... blood, differing in the presence in erythrocytes and plasma ... and ...

12. When transfusing blood from a donor to ... it is necessary to take into account the blood type and ..., if these rules are not observed, ... erythrocytes are observed, leading to the death of a person.

1) transport of nutrients through the alimentary canal
2) secretion of sebum by the sebaceous glands
3) protein synthesis in liver cells
4) filtration of blood plasma in the nephron
2. Set 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 in the text "Processes occurring in the human large intestine"
missed terms from the proposed list, using for this
digital designations. Write down the numbers of the selected answers in the text, and then
the resulting sequence of numbers (in the text) enter in the given
below 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, the promotion and excretion of undigested food residues.
Bacteria in the large intestine synthesize some ________ (B). Nepere-
boiled food remains enter _______ (D) and are removed from the body.
List of terms
1) slime
2) water
3) glucose
4) enzyme
5) vitamin
6) rectum
7) caecum
8) pancreas
4. The reactions of energy metabolism in the human body include the process
1) protein synthesis in muscle fibers
2) the transport of nutrients through 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
iodine?
1) iodine affects the composition of blood plasma
2) iodine normalizes the activity of the thyroid gland
3) iodine prevents angina
4) iodine promotes the synthesis of vitamin C in the body
6. During an athlete’s training, reserves are consumed first.
1) vitamins 2) proteins 3) fats 4) carbohydrates
7. The harm of sunburn lies in the fact that
1) darkens the skin
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 alimentary canal does absorption mainly take place?
food organic matter?
1) in the oral cavity 3) in the large intestine
2) in the stomach 4) in the small intestine
9. Set the level organization of the structure of the human visual analyzer
century, starting with its peripheral department. In response, write down the corresponding
common sequence of numbers.
1) eye
2) retina
3) eyeball
4) cones
5) photoreceptors

Education department

Administration of the Central District

Municipal budgetary preschool educational institution

city ​​of Novosibirsk "Center for Child Development -

Kindergarten No. 000 "Dolphin"

Lesson to familiarize children with the outside world in preparatory schoolgroup

Subject: "THE JOURNEY OF THE OXYGEN PRINCE"

educator

second

Novosibirsk

Information card of the lesson MDOU CRR d./s No. 000 "Dolphin"

caregiver:

Preschool group: preparatory for school

D date: .04.10.

Lesson type: unconventional

Target: to form in children the perception of their body as the most valuable and amazing creation of nature.

Tasks:

1. Didactic:

To form an idea of ​​the work of individual organs and systems of the human body as a single mechanism.

Show the relationship between the respiratory and circulatory systems.

2. Corrective:

Consolidate and generalize knowledge about the internal structure of the nose, the human respiratory system.

· To fix complexes of respiratory gymnastics.

3. Educational:

· Encourage interest in the study of the structure of the human body.

Develop imagination and fantasy.

Equipment: Atlas game “Journey of Prince Oxygen”, Prince Oxygen doll, five pots with chopped carrots, onions, oranges, 2 “locks” frames (wire), “Singing bridge”, various noise and musical instruments, balloons of two colors (green and red) by the number of children.

Forms of organization of activity:

Frontal lesson with elements of competition

Lesson structure:

1. Introductory part - the appearance of Prince Oxygen.

2. Breathing exercises "Balloon"

3. Reading the fairy tale "Journey of Prince Oxygen"

4. Breathing exercises

5. Game "Sniffer"

6. Relay "Who will build an air castle faster"

7. Musical chant "I'm going up, I'm going down"

8. Competition "The best musician".

Group characteristic: Children of the seventh year of life, development in accordance with age.

Estimated result: Reveal in children the ability to bring the work started to the end

move lessons

caregiver.

Guys, guess the riddle.

He is invisible around us

He is invisible, weightless,

Though odorless and colorless,

But he is familiar to everyone

Life would be lost without it

On our planet.

Who will answer: without what

Can't everyone live?

Children. No air!

A doll appears- Prince Oxygen.

Oxygen. Hello guys! You are great, you immediately guessed that this riddle is about the air, and therefore about me. After all, I am one of its parts.

caregiver. Hello Oxygen. How beautiful you are today!

Oxygen. Yes, today is a very important day for me. I'm going to visit a princess with a very beautiful name - Hemoglobin. She lives in a castle in the air. Do you know where he is?

Children. The air lock is the lungs, they are inside the person, in the chest.

Oxygen. How can I get there? Will you help me?

caregiver. Guys, what needs to be done to get oxygen into the lungs?

Children. Take a breath.

· Breathing exercises "Balloon"

The exercise is performed while standing. Slowly raising your arms to the sides, take a deep breath. When exhaling, lowering your hands, pronounce the sound sh-sh-sh. Repeat 3-4 times

caregiver. Now listen to the story

Travel prince Oxygen

Prince Oxygen flew into a magical tunnel and sees that next to him, on every speck of dust, like on an airplane, microbes are flying. Oxygen was frightened, but then the robots started to work. The Vacuum Cleaner robot deftly detained the microbes-robbers in its hairs, and the Velcro robot finished off the rest. Uninvited guests have arrived! The guards of the nose let Prince Oxygen in and even warmed him goodbye. Warmed, satisfied, the prince flew on and ended up in a blue pipe.

“Oh, what a beauty all around!” exclaimed the traveller. Yes, and how not to admire - the walls of the pipe shimmer from light waves, as if the feather grass is swaying in the field. But hurry up, Oxygen, princesses don't like to wait!

Here is the castle in the air. Three hundred million small, bubble-like rooms beckon to enter. Oxygen stands in front of two corridors (bronchi), worries: how will they meet, are they waiting? Princess Hemoglobin is so beautiful, many stare at her. So Prince Carbon Dioxide is dreaming of her.

Our hero thought about it, plucked up courage and resolutely flew into the room - the alveolus. Towards a small particle of blood came out - Princess Hemoglobin, elegant, ruddy. Oxygen saw her and became numb. And the beauty bowed to him majestically, as befits real princesses, and affectionately said: “I have been waiting for you, prince! There is neither joy nor fun in this castle without you, because it is not without reason that it is called airy. Look around - how large the halls of the castle have become, how the rooms - the alveoli - have grown! Everyone is happy for you!” Oxygen was embarrassed, delighted at such a warm welcome. The princess took her guest by the hand and led her to the ship: “Come, prince, I will show you all my kingdom.”

Princess Hemoglobin's ship set sail from the pier in the castle in the air, and a new journey of Prince Oxygen began - along the river, which is called the Artery ...

Together, a particle of blood and a particle of air will float throughout the body and bring warmth to every cell, to every inhabitant of a magical land.

Princess Hemoglobin drove away her other cavalier, Carbon Dioxide. They pushed him out of his lungs.

You've probably already guessed what we do when hemoglobin expels carbon dioxide? That's right, we exhale.

This is the amazing journey that oxygen takes to the lungs every time we inhale, and when we exhale, the lungs expel carbon dioxide. This process is called respiration. We all know how to breathe, but only those who take a deep breath and a calm, even exhalation breathe correctly.

Why do you need to be able to breathe properly?

Children. People who know how to breathe properly are more enduring, easily endure long walks, and run faster.

caregiver. Let's practice our breathing.

Breathing exercises

Stand straight, put your feet shoulder-width apart, bend your elbows, bring your fingertips together in front of your chest and take a deep breath. Spread your arms out to the sides and exhale.

caregiver. Why should you breathe through your nose and not your mouth?

Children. In the nose, the air is purified and warmed.

caregiver. What else does a person need a nose for?

Children. To distinguish odors.

caregiver. Correctly. Some people have a very sensitive sense of smell. They can capture the most subtle odors. These people work on the creation of perfumes and colognes. Jokingly, such people are called "sniffers". Let's check how sensitive your nose is.

Game "Sniffer"

caregiver. Remember the wonderful pot from the fairy tale "Swineherd"? The princess, by the smell from the pot, guessed what dishes would be for dinner in her kingdom. I also made some wonderful pots. You must guess by smell what is in them, and come up with the name of a perfume with a similar aroma.

Pot of Carrots - Carrot Flavor (spirits "Carrot", "Hare"),

Pot of onions - onion smell (cologne "Onion", "Chippolino", "Cry-Baby").

Pot of orange - orange flavor (perfume "Orange", "Orange sun", "Summer" ...)

(You can put an apple, rose, dill, etc. in the pots.)

Now let's play the other way around: I will suggest the name of the perfume, and you will figure out what such perfume can smell like, what fragrances it consists of and to whom it can be presented. Perfume "New Year's"9

Children. They smell like Christmas trees and tangerines. You can give it to the Snow Maiden.

caregiver. Spirits "Forest"?

Children. They smell of mushrooms and berries. You can give a squirrel.

caregiver. Cologne "Marine"?

Children. Smells like the sea, fresh breeze. You can give to sailors, fishermen.

(Approximate names of perfumes: "Meadow", "Flower", "Garden", "Joy", etc. In the future, you can diversify the game: invite children to draw bottles for invented perfumes, compose fragrances for mother's and father's perfumes, colognes.)

caregiver. Now guess the riddle.

The wind blew across the sky

Played with clouds.

People caught the air

They planted a huge house,

And now the air house

The child is holding a hand.

Children. It's a balloon!

caregiver. From balloons we will build colorful castles in the air.

Relay "Who will build an air castle faster"

The teacher asks the children to split into two teams.

First team- builders of the Red Castle. Second team- builders of the Green Castle. / Fly in turn run up to a basket of balloons, choose a balloon of the desired color and tie it to the frame of the castle.

The first team to build the castle (no loss of balloons)- winner.

caregiver. Now you are turning from builders into inhabitants of castles in the air. In order to visit each other, here is a bridge for you. But it is not simple, but singing: everyone who wants to walk on it must sing.

Musical chant "I'm going up, I'm going down"

caregiver. After you have sung so wonderfully on the singing bridge, let's see which of you is the best musician.

Children are given musical instruments (flutes, drums, psaltery, etc.), as well as homemade musical instruments (combs, rattles, etc.).

By In turn, residents of the Red and Green Castles perform musical improvisations for each other, come up with names for their musical works. For example: “Howl of Ghosts”, “Music of Squeaky Doors”, “Aria of a Cat in Love”, “Explosions of Fireworks”, etc.

All life on Earth exists for a set of solar heat and energy that reaches the surface of our planet. All animals and humans have adapted to extract energy from organic substances synthesized by plants. In order to use the energy of the Sun contained in the molecules of organic substances, it must be released by oxidizing these substances. Most often, air oxygen is used as an oxidizing agent, since it makes up almost a quarter of the volume of the surrounding atmosphere.

Unicellular protozoa, coelenterates, free-living flat and round worms breathe the entire surface of the body. Special respiratory organs - pinnate gills appear in marine annelids and aquatic arthropods. The respiratory organs of arthropods are tracheae, gills, leaf-shaped lungs located in the recesses of the body cover. The respiratory system of the lancelet is represented gill slits penetrating the wall of the anterior intestine - the pharynx. In fish, under the gill covers are located gills, abundantly penetrated by the smallest blood vessels. In terrestrial vertebrates, the respiratory organs are lungs. The evolution of respiration in vertebrates followed the path of increasing the area of ​​the lung septa involved in gas exchange, improving transport systems for delivering oxygen to cells located inside the body, and developing systems that provide ventilation of the respiratory organs.

The structure and functions of the respiratory system

A necessary condition for the vital activity of an organism is a constant gas exchange between the organism and the environment. The organs through which inhaled and exhaled air circulate are combined into a respiratory apparatus. The respiratory system is formed by the nasal cavity, pharynx, larynx, trachea, bronchi and lungs. Most of them are airways and serve to carry air into the lungs. The process of gas exchange takes place in the lungs. When breathing, the body receives oxygen from the air, which is carried by the blood throughout the body. Oxygen is involved in complex oxidative processes of organic substances, in which the energy necessary for the body is released. The end products of decomposition - carbon dioxide and partially water - are excreted from the body into the environment through the respiratory system.

Functions of the respiratory system

• Providing cells of the body with oxygen O 2.
• Removal from the body of carbon dioxide CO 2, as well as some end products of metabolism (water vapor, ammonia, hydrogen sulfide).

nasal cavity

The airways begin at nasal cavity, which through the nostrils is connected to the environment. From the nostrils, air passes through the nasal passages lined with mucous, ciliated and sensitive epithelium. The external nose consists of bone and cartilage formations and has the shape of an irregular pyramid, which varies depending on the structural features of a person. The composition of the osseous skeleton of the external nose includes the nasal bones and the nasal part of the frontal bone. The cartilaginous skeleton is a continuation of the bone skeleton and consists of hyaline cartilages of various shapes. The nasal cavity has a lower, upper and two side walls. The lower wall is formed by the hard palate, the upper one by the ethmoid plate of the ethmoid bone, the lateral one by the upper jaw, the lacrimal bone, the orbital plate of the ethmoid bone, the palatine bone and the sphenoid bone. The nasal cavity is divided into right and left parts by the nasal septum. The nasal septum is formed by a vomer, a perpendicular plate of the ethmoid bone, and is complemented in front by a quadrangular cartilage of the nasal septum.

On the side walls of the nasal cavity there are turbinates - three on each side, which increases the inner surface of the nose, with which the inhaled air comes into contact.

The nasal cavity is formed by two narrow and sinuous nasal passages. Here the air is warmed, humidified and freed from dust particles and microbes. The membrane lining the nasal passages consists of cells that secrete mucus and cells of the ciliated epithelium. With the movement of cilia, mucus, along with dust and microbes, is sent out of the nasal passages.

The inner surface of the nasal passages is richly supplied with blood vessels. The inhaled air enters the nasal cavity, is heated, moistened, cleaned of dust and partially neutralized. From the nasal cavity, it enters the nasopharynx. Then the air from the nasal cavity enters the pharynx, and from it - into the larynx.

Larynx

Larynx- one of the divisions of the airways. Air enters here from the nasal passages through the pharynx. There are several cartilages in the wall of the larynx: thyroid, arytenoid, etc. At the moment of swallowing food, the neck muscles raise the larynx, and the epiglottal cartilage descends and the larynx closes. Therefore, food only enters the esophagus and does not enter the trachea.

In the narrow part of the larynx are located vocal cords, in the middle between them is the glottis. As air passes through, the vocal cords vibrate, producing sound. The formation of sound occurs on exhalation with the movement of air controlled by a person. The following are involved in the formation of speech: the nasal cavity, lips, tongue, soft palate, facial muscles.

Trachea

The larynx goes into trachea(windpipe), which has the shape of a tube about 12 cm long, in the walls of which there are cartilaginous semi-rings that do not allow it to subside. Its back wall is formed by a connective tissue membrane. The tracheal cavity, like the cavity of other airways, is lined with ciliated epithelium, which prevents dust and other foreign bodies from penetrating into the lungs. The trachea occupies a middle position, behind it is adjacent to the esophagus, and on the sides of it are neurovascular bundles. In front, the cervical region of the trachea is covered by muscles, and at the top it is also covered by the thyroid gland. The thoracic trachea is covered in front by the handle of the sternum, the remnants of the thymus gland and vessels. From the inside, the trachea is covered with a mucous membrane containing a large amount of lymphoid tissue and mucous glands. When breathing, small particles of dust adhere to the moistened mucosa of the trachea, and the cilia of the ciliated epithelium move them back to the exit from the respiratory tract.

The lower end of the trachea divides into two bronchi, which then branch many times, enter the right and left lungs, forming a "bronchial tree" in the lungs.

Bronchi

In the thoracic cavity, the trachea divides into two bronchus- left and right. Each bronchus enters the lung and there it divides into bronchi of smaller diameter, which branch into the smallest air-bearing tubes - bronchioles. Bronchioles as a result of further branching pass into extensions - alveolar passages, on the walls of which there are microscopic protrusions called pulmonary vesicles, or alveoli.

The walls of the alveoli are built from a special thin single-layer epithelium and are densely braided with capillaries. The total thickness of the wall of the alveoli and the wall of the capillary is 0.004 mm. Through this thinnest wall, gas exchange occurs: oxygen enters the blood from the alveoli, and carbon dioxide comes back. There are hundreds of millions of alveoli in the lungs. Their total surface in an adult is 60–150 m 2. due to this, a sufficient amount of oxygen enters the blood (up to 500 liters per day).

Lungs

Lungs occupy almost the entire cavity of the chest cavity and are elastic spongy organs. In the central part of the lung there are gates, where the bronchus, pulmonary artery, nerves enter, and the pulmonary veins exit. The right lung is divided by furrows into three lobes, the left into two. Outside, the lungs are covered with a thin connective tissue film - the pulmonary pleura, which passes to the inner surface of the wall of the chest cavity and forms the parietal pleura. Between these two films is a pleural space filled with fluid that reduces friction during breathing.

Three surfaces are distinguished on the lung: the outer, or costal, medial, facing the other lung, and the lower, or diaphragmatic. In addition, two edges are distinguished in each lung: anterior and inferior, separating the diaphragmatic and medial surfaces from the costal. Posteriorly, the costal surface without a sharp border passes into the medial. The anterior edge of the left lung has a cardiac notch. Its gates are located on the medial surface of the lung. The gates of each lung include the main bronchus, the pulmonary artery, which carries venous blood to the lung, and the nerves that innervate the lung. Two pulmonary veins exit the gates of each lung, which carry arterial blood to the heart, and lymphatic vessels.

The lungs have deep grooves dividing them into lobes - upper, middle and lower, and in the left two - upper and lower. The dimensions of the lung are not the same. The right lung is slightly larger than the left, while it is shorter and wider, which corresponds to a higher standing of the right dome of the diaphragm due to the right-sided location of the liver. The color of normal lungs in childhood is pale pink, while in adults they acquire a dark gray color with a bluish tint - a consequence of the deposition of dust particles that enter with air. The lung tissue is soft, delicate and porous.

Lung gas exchange

In the complex process of gas exchange, three main phases are distinguished: external respiration, gas transfer by blood, and internal, or tissue, respiration. External respiration unites all the processes occurring in the lung. It is carried out by the respiratory apparatus, which includes the chest with the muscles that set it in motion, the diaphragm and the lungs with the airways.

The air that enters the lungs during inhalation changes its composition. The air in the lungs gives up some of the oxygen and is enriched with carbon dioxide. The content of carbon dioxide in the venous blood is higher than in the air in the alveoli. Therefore, carbon dioxide leaves the blood in the alveoli and its content is less than in the air. First, oxygen dissolves in the blood plasma, then binds to hemoglobin, and new portions of oxygen enter the plasma.

The transition of oxygen and carbon dioxide from one medium to another occurs due to diffusion from a higher concentration to a lower one. Although diffusion proceeds slowly, the surface of contact of blood with air in the lungs is so large that it completely provides the necessary gas exchange. It has been calculated that complete gas exchange between blood and alveolar air can occur in a time that is three times shorter than the residence time of blood in the capillaries (i.e., the body has significant reserves of oxygen supply to tissues).

Venous blood, once in the lungs, gives off carbon dioxide, is enriched with oxygen and turns into arterial blood. In a large circle, this blood diverges through the capillaries to all tissues and gives oxygen to the cells of the body, which constantly consume it. There is more carbon dioxide released by the cells as a result of their vital activity here than in the blood, and it diffuses from the tissues into the blood. Thus, arterial blood, having passed through the capillaries of the systemic circulation, becomes venous and the right half of the heart goes to the lungs, where it is again saturated with oxygen and releases carbon dioxide.

In the body, respiration is carried out with the help of additional mechanisms. The liquid media that make up the blood (its plasma) have a low solubility of gases in them. Therefore, in order for a person to exist, he would need to have a heart 25 times more powerful, lungs 20 times more powerful and pump more than 100 liters of liquid (and not five liters of blood) in one minute. Nature has found a way to overcome this difficulty by adapting a special substance, hemoglobin, to carry oxygen. Thanks to hemoglobin, blood is able to bind oxygen 70 times, and carbon dioxide - 20 times more than the liquid part of the blood - its plasma.

Alveolus- a thin-walled bubble with a diameter of 0.2 mm filled with air. The wall of the alveoli is formed by a single layer of flat epithelial cells, along the outer surface of which a network of capillaries branches. Thus, gas exchange occurs through a very thin partition formed by two layers of cells: the walls of the capillary and the walls of the alveoli.

Gas exchange in tissues (tissue respiration)

The exchange of gases in the tissues is carried out in the capillaries according to the same principle as in the lungs. Oxygen from the tissue capillaries, where its concentration is high, passes into the tissue fluid with a lower oxygen concentration. From the tissue fluid, it penetrates into the cells and immediately enters into oxidation reactions, so there is practically no free oxygen in the cells.

Carbon dioxide, according to the same laws, comes from the cells, through the tissue fluid, into the capillaries. The released carbon dioxide promotes the dissociation of oxyhemoglobin and itself enters into combination with hemoglobin, forming carboxyhemoglobin transported to the lungs and released into the atmosphere. In the venous blood flowing from the organs, carbon dioxide is both in a bound and in a dissolved state in the form of carbonic acid, which easily decomposes into water and carbon dioxide in the capillaries of the lungs. Carbonic acid can also combine with plasma salts to form bicarbonates.

In the lungs, where venous blood enters, oxygen saturates the blood again, and carbon dioxide from a zone of high concentration (pulmonary capillaries) passes into a zone of low concentration (alveoli). For normal gas exchange, the air in the lungs is constantly replaced, which is achieved by rhythmic attacks of inhalation and exhalation, due to the movements of the intercostal muscles and the diaphragm.

Transport of oxygen in the body

The meaning of breathing.

Breath is a set of physiological processes that provide gas exchange between the body and the environment ( external respiration), and oxidative processes in cells, as a result of which energy is released ( internal breathing). Exchange of gases between blood and atmospheric air ( gas exchange) - carried out by the respiratory organs.

Food is the source of energy in the body. The main process that releases the energy of these substances is the oxidation process. It is accompanied by the binding of oxygen and the formation of carbon dioxide. Considering that there are no oxygen reserves in the human body, its continuous supply is vital. The cessation of oxygen access to the cells of the body leads to their death. On the other hand, carbon dioxide formed in the process of oxidation of substances must be removed from the body, since the accumulation of a significant amount of it is life-threatening. The absorption of oxygen from the air and the release of carbon dioxide is carried out through the respiratory system.

The biological significance of respiration is:

• providing the body with oxygen;
• removal of carbon dioxide from the body;
• oxidation of organic compounds of BJU with the release of energy necessary for a person to live;
• removal of end products of metabolism ( vapors of water, ammonia, hydrogen sulfide, etc.).

02.03.2016

The oxygen formula is known from school textbooks to every person. In short, we can say that this element represents the basis of our life. Where the air contains little oxygen, a person is threatened with serious trials, up to death.

1. The daily oxygen consumption of the human body is about 40 kg.
2. For the Earth's atmosphere, only half of the oxygen is produced by trees and all plants taken together, the rest is supplied by the algae of the world's oceans, which have the ability to photosynthesis.
3. Lack of oxygen in the wagons of the Tibetan Chinese high-mountain railway, the only one in the world, when climbing to a five-kilometer height, special wagons are used, provided with oxygen supply. In addition, each passenger who wishes can use a personal oxygen mask.
4. The high oxidizing power of oxygen allows it to be used to produce explosives. In the mining industry, an explosive is used, obtained by impregnating ordinary sawdust with liquid oxygen.
5. All types of fuel are capable of burning only in the presence of oxygen in the surrounding air.
6. By placing oxygen in a special reactor, providing the necessary pressure, it is possible to turn oxygen into a solid substance. The resulting substance acquires a red color, the properties of a metal and a superconductor are manifested in it. The scientist who carried out this project believes that high pressure brings the molecules together so much that they begin to form pairs that reproduce the structure of the crystal.
7. The human brain consumes about 20% of the oxygen in the human body.
8. The cornea is the only human organ that receives oxygen directly from the surrounding air.
9. Oxygen enters the human body from the surrounding air and water.
10. Oxygen is soluble in water and many organisms that live in it consume oxygen in varying amounts. So, for example, permanent inhabitants of the water space of rivers, lakes, seas and oceans, slaves, consume different amounts of oxygen. This explains the diversity of species in certain reservoirs. Crucian consumes oxygen in a smaller amount, Carp is more demanding on the oxygen content in water, it lives in water bodies provided with an oxygen content of at least 4 mg per liter of water. Fish living in mountain rivers need water with a high oxygen content.
11. Using electrolysis, oxygen can be obtained from chemical compounds such as chlorates and perchlorates. This method is applicable to facilities where it is impossible to store water in large quantities, for example, on submarines.
12. The combination of three oxygen atoms represents ozone, which forms a special layer in the atmosphere that protects the earth from the harmful effects of ultraviolet sunlight.
13. A substance representing triatomic oxygen is very dangerous for living organisms. Pure ozone is blue, liquid ozone is black or dark blue, and solid ozone is purple.
14. Oxygen can influence many processes in the human body. In medicine, the therapeutic effect of oxygen is widely used in acute respiratory diseases. A good effect was obtained when using oxygen procedures for patients with pneumonia, emphysema.

Oxygen is essential for every living being on our planet. The human body is completely dependent on oxygen. Heavy, chemical and petrochemical, light industry, medicine, agriculture and energy cannot do without oxygen.

Activation of creative thinking in general anatomy lessons

In the current conditions of reforming the educational system, there is a problem of incomplete realization of the creative potential of the student in the framework of the general education course of the secondary school. The modern concept of humanization and humanitarization of education in practice has led to the infringement of the interests of students who prefer subjects of the natural science cycle, due to a decrease in the hours allotted for these subjects. This affects the quality of the educational level of school graduates.

Each creatively working teacher in his daily activities tries to solve the main educational problem - to arouse students' interest in the subject and at the same time meet the allotted study time, giving the necessary material at the appropriate scientific level.

Ways to solve this problem may be different. This is a frequent change of activities to reduce student overload, and the non-standard of the proposed tasks, and the alternation of individual and pair work (with a neighbor), and strictly limited time to complete each task, taking into account the degree of preparedness of the class and the individual characteristics of the students.

Taking into account the individual approach to the student, the teacher must anticipate the situation when a student refuses to complete a creative task (due to laziness or unwillingness to delve into the essence of the task and look for a non-standard solution at the cost of his own intellectual efforts). At the same time, the reason for refusal may be poor health or some negative psycho-emotional states and reactions typical of adolescence.

Consider one of the options for conducting a lesson. Let's give an example of a generalizing lesson in anatomy (9th grade).

"Relationship between respiration and circulation"

Working with terms. Students are offered a set of 20 words or phrases, each of which is a term used to describe the processes of respiration and circulation: energy; selection; exchange; organic matter; glucose; water; mitochondrion; homeostasis; aerobes (aerobic organisms); oxygen; capillary; gas exchange; tissue fluid; differentiation; cell; Environment; erythrocyte, diffusion, blood plasma; lymph.

The terms are written on the board, but it is better to offer them to students on individual cards that they could take with them for homework. If children are allowed not to return the cards, they will be able to make notes on them, which will facilitate the work, especially in stages II and III. To clarify some terms incomprehensible to the student, it is advisable to allow the use of reference materials (notebooks, textbooks, dictionaries) and consult with other students.

Warm up

In 1-2 minutes, make up the maximum possible number of words from the letters included in the word "homeostasis" (or any other of the proposed ones).

We mark the students who came up with the longest word and the maximum number of words.

I stage. Logical groups

Exercise. From the proposed terms to make logical:

– couples (orally, individually);
- triplets (oral / written, individually / in pairs);
(We selectively check one option from the student.)
- fours (in writing with an explanation, individually) - discuss them with a neighbor, and together present the most successful, in your opinion, options to the class. ( We check the ability to explain the logic of selection.)

II stage. Phrases

Exercise. Compose a detailed proposal (in writing, individually), using the maximum number of terms from among the proposed ones.

(We take into account the scientific nature of the proposed judgments.)

III stage. Scheme

Exercise. Make a diagram (individually / in pairs - at the choice of the teacher), logically combining all the concepts (the number of terms can be increased if necessary).

IV stage. Story

Exercise. Write a biological story on the topic: "Journey of the oxygen molecule in the human body." (The work is submitted to the teacher for verification.)

Stage layout options

1. Warm-up, I-III stages, IV - homework.

2. I–II, IV stage. The beginning of the first stage (drawing up “pairs” and “triads”) serves as a warm-up, during which there is a visual acquaintance with the terms and their understanding and clarification (if necessary) with the help of classmates, notebooks, textbooks or teachers.

3. Stages I–IV. In this case, it is necessary to give the student the opportunity to complete the tasks of stages I–III in the class, and take the unfinished story (stage IV) home for revision by agreement with the teacher. Then the student will not worry that he will not have time to complete the IV task in the allotted time in the lesson, and will be able to most efficiently complete the III stage, which requires creative reflection, spending the most time on it. At the next lesson, the teacher (mandatory by agreement with the student) presents the class with the most successful phrases (stage II), well-designed diagrams (stage III) and excerpts or the full text of the essay (stage IV). Children discuss, note the scientific nature of the work performed, criticize, ask the author questions.

Such generalizing lessons help the formation of children's creative activity. And this is a necessary condition for the comprehensive development of the personality, the development of the cognitive abilities of children and their desire for self-education. The guys who believe in themselves have a growing sense of purpose, efficiency, sociability, and a creative approach to any kind of activity. But the higher the creative activity of the student, the more pedagogical skill and attention to it from the teacher is required. Ready-made instructions kill the desire for self-development, stop personal growth.

Examples of work at stage I "Logical groups" ("fours")

Exchange - water - gas exchange - energy.(In nature, there is a constant exchange of water and energy, as well as gas exchange.)

Tissue fluid - lymph - cell - water.(Water, in which unnecessary substances are dissolved, is removed from the cell through the tissue fluid and enters the lymph.)

Environment - water - absorption - excretion.(Intake of water and substances into the body and excretion of undigested residues.)

Glucose - cell - metabolism - energy.(Receiving energy by the cell.)

Oxygen - capillary - tissue fluid - cells.(Blood enriched with O 2 enters the tissue fluid through the thin wall of the capillary, and then into the cell.)

Exchange - cell - energy - mitochondria.(In cells, energy is exchanged with the help of mitochondria.)

Examples of work at the II stage "Phrases"

When you inhale, aerobes absorb the air in which oxygen is located, gas exchange occurs (oxygen enters the blood), after which the blood spreads through the arteries and capillaries throughout the body, cells receive oxygen and give off carbon dioxide - energy is released in the form of heat.

From the environment in which gas exchange continuously occurs, oxygen enters the body and combines with the erythrocyte, which is contained in the blood plasma, and then enters the cell, where it is "processed" by the mitochondria.

An example of work at the III stage of the "Scheme"

Examples of works of the IV stage. "Story"

An oxygen molecule named O "Two got into someone's nasal cavity. She really didn't like it there - the mucous membrane and stuck dust particles. O" Two began to suck further. Flying along the larynx, formed by cartilage, she followed into the trachea - a tube consisting of cartilage cavities. It was so good to fly on it, easy. Then O "Two got through the bronchi into the lungs, then into the blood, swapping places with a carbon dioxide molecule that flew to the exit. The story of O" Two did not end there, but that's a completely different story.

(A.Volkova)

First there was a tedious inspection in the nose for prohibited substances and a journey through a long dark tunnel. About 2 had been in the human body more than once and knew the whole upcoming route very well. Another inspection in the bronchi and, finally, the lungs. O 2 was a fairly experienced molecule and did not really believe that it would be possible to stay there. Red blood cells are very agile, and it is almost impossible to avoid binding to hemoglobin. So, since you managed to get sucked into your mouth along with the rest of the "lucky ones", then you should not waste your strength to run away from red blood cells. Better save your energy for later.
And here they are complaining! Terrible monsters jumping up to oxygen and sucking it into themselves. Erythrocytes. Many molecules immediately darted through the lungs, trying to hide, but some, like O 2 , did not move. And now an erythrocyte jumped to O 2 and sucked it into itself.

To be continued…

(A.Nikiforov)

I am an oxygen molecule. When a person inhales, I, along with my brothers, enter the nasal cavity. With the help of the cilia of the epithelium, I cleanse myself, and passing near the blood vessels in the nose of a person, I heat up to the temperature of his body. I go through the nasopharynx and get into the larynx. After the larynx I get into the trachea. The front wall, formed by cartilaginous half-rings, contributes to my free passage. The ciliated epithelium additionally disinfects me along with other molecules. Then the path to the armored
chi - left and right. The lumen of the bronchi is always open for me to get into the lungs. Finally light. They are formed by bronchioles and alveoli. The lungs can take up to 3 liters of air! Here I am in the lung.
From there, with the help of diffusion, arterial blood takes me and carries me through the arteries and tissues. Soon I will pass through the human body and find myself in the tissue. I will be processed into CO 2 and rush through the veins back to the lung, and from there out.

(E.Pshenichnikova)

The air that we breathe and that surrounds us is not dead at all. Very interesting events take place there. The little molecules that make up air are constantly moving in search of something interesting. And then one such molecule, which everyone just called O-Two, got into a strange place. There were many other molecules around that O-Two had never seen, besides her friends Tse-O-Two and En-Two, she rarely met anyone at all. Suddenly, from somewhere above, where O-Two could see only impenetrable blackness, other molecules emerged, just like her. They swept quickly in an invisible current, and the whirlwind from them swirled poor O-Two into a whirlpool. Another second - and she was already flying with other molecules into a dark hole, drawn by an unknown force. Ahead, O-Two saw a terrible hole, like a gate, which, as molecules approached, opened slightly to let them in. O-Two and her friends were miserably caught in a long tube through which O-Two could see the black rings surrounding her. Suddenly the pipe split in two, then another and another, and all the other molecules fell into other branches. O-Two was left alone, and she became terrified in these incomprehensible passages, which gradually narrowed. O-Two squeezed her way into the huge hollow ball, looked around and swam to its thin wall, on which strange moving shadows fell. Some force pushed her through the wall, and O-Two found herself in a corridor in which there was constant movement. Big red circles were moving here, squeezing with difficulty through the narrow passage. One of these circles stopped and offered O-Two to drive her. O-Two agreed and, sitting on a circle, set off on a journey along this passage. Behind and in front other molecules floated on the same circles. Suddenly the circle stopped and said that he could not carry her any further. O-Two got off and went into another room. It was dark and scary inside. Suddenly, something incomprehensible flew at her and O-Two lost consciousness. She didn't remember anything else.

(A. Gorshkova)

The means by which we breathe is called the lungs. The lungs carry out gas exchange between the air we inhale and the blood. They are placed in the chest. Outside, the lungs are covered with a dense membrane - the pleura. It is filled with pleural fluid. During respiratory movements, it reduces the friction of the lungs against the walls of the chest cavity. Lung tissue consists of bronchi and pulmonary vesicles. The bronchi, having entered the lungs, continue to branch into ever smaller branches. The smallest bronchi terminate in microscopic, air-filled pulmonary vesicles (alveoli).

The pulmonary vesicles are externally entwined with a dense network of capillaries and are so closely adjacent to each other that the capillaries are sandwiched between them. The walls of capillaries and bubbles are so thin that the distance between air and blood does not exceed thousandths of a millimeter, and their total surface through which gases are exchanged is huge - about 100 m 2. This creates excellent conditions for the penetration of gases through the walls of capillaries and pulmonary vesicles. However, for intensive gas exchange, it is necessary that the inner walls of the alveoli do not dry out. That is why humidification of the air, which occurs in the airways, is necessary.

The blood stays in the capillary for less than 1 second, but during this time, carbon dioxide from the blood has time to pass into the air space of the pulmonary vesicle, and oxygen into the blood. Carbon dioxide is removed from the lungs during exhalation, and oxygen-enriched and carbon dioxide-free blood enters the heart through the pulmonary veins and from there it spreads throughout the body.

(S.Povalyaeva)

Students who have debts or omissions on the topics: "Breathing" and "Blood circulation", as well as for those who find it difficult to complete more complex tasks of III or IV stages, can be offered work on individual cards.

Card number 1

Specify the mechanism of gas exchange through the alveolo-capillary membrane.

What type of blood is carried by the pulmonary veins. Why is it so named?

Consider the structure of the larynx.

Card number 2

How is the pulmonary circulation arranged?

What type of blood is carried by the pulmonary arteries. Why is it so named?

Consider the structure of the lungs.

Card number 3

Why is the total share of skin respiration in humans only 1%?

A patient was taken to the hospital with a punctured chest on both sides. The lungs remained intact. Some time later, the patient died of suffocation. Explain this phenomenon.

What role does diffusion play in gas exchange? Specify the conditions for this process.

Card number 4

How is oxyhemoglobin formed in the body? What is its role?

Before diving into the water, you can either draw as much air into your lungs as possible, or take a series of quick and deep breaths in and out. In which case will a person last longer under water? Why?

Consider the role of the microcirculatory bed in the body.