Oge in biology demo version. Demonstration versions of the OGE in biology (grade 9)

For answers to tasks 29-32, use a separate sheet. First write down the number of the task (29, 30, etc.), and then the answer to it. Write down your answers clearly and legibly.

ORIGIN OF LIVING CREATURES

In the Middle Ages, people readily believed that geese came from fir trees, and lambs were born from the fruits of the melon tree. The beginning of these ideas, called the “Theory of Spontaneous Generation,” was laid by the ancient Greek philosopher Aristotle. In the 17th century F. Redi suggested that living things are born only from living things and there is no spontaneous generation. He put a piece of snake, fish, eel and beef into four jars and covered them with gauze to keep air out. He filled four other similar jars with the same pieces of meat, but left them open. In the experiment, Redi changed only one condition: the can was open or closed. Flies could not get into a closed jar. After some time, worms appeared in the meat lying in the open (control) vessels. No worms were found in the closed jars.

In the 19th century serious blow According to the theory of spontaneous generation, L. Pasteur proposed that life is introduced into nutrient media along with air in the form of spores. The scientist designed a flask with a neck similar to swan neck, filled it with meat broth and boiled it on an alcohol lamp. After boiling, the flask was left on the table, and all the room dust and microbes in the air, easily penetrating inside through the opening of the neck, settled on the bend without getting into the broth. The contents of the flask remained unchanged for a long time. However, if you break the neck (the scientist used control flasks), the broth quickly became cloudy. Thus, Pasteur proved that life does not originate in the broth, but is brought from outside along with the air containing spores of fungi and bacteria. Consequently, scientists, by conducting their experiments, refuted one of the most important arguments of supporters of the theory of spontaneous generation, who believed that air is the “active principle” that ensures the emergence of living things from non-living things.

1) What equipment did F. Redi use in his experiment?

2) What was the object of study in L. Pasteur’s experiments?

3) Like on meat open banks could worms appear?

Show answer

1) 8 cans, gauze.

OR Jars and gauze.

2) Meat broth.

3) Worms - worm-like insect larvae are formed from eggs laid house flies

Using Table 1 “Comparative composition of blood plasma, primary and secondary urine human body”, and also using knowledge from the biology course, answer the following questions.

Comparative composition of blood plasma, primary and secondary urine of the human body (in%)

1) The concentration of which substance remains practically unchanged as blood plasma is converted into secondary urine?

2) What substance and why is absent in the secondary urine compared to the primary?

Show answer

The correct answer must contain the following elements.

1) Sodium.

OR Sodium (in salts).

2) Glucose.

3) In the convoluted channels of the nephron, glucose is actively absorbed into the blood

Olga, a master of sports in tennis, is at training camps, where every day for four hours (morning and evening), she actively trains with her friends. In their free time between training sessions, the girls decided to have lunch at a fast food restaurant.

Using the data from tables 2 and 3, offer Olga the optimal menu in terms of caloric content and protein ratio from the list of proposed dishes and drinks in order to compensate for her energy costs of a morning two-hour workout.

When choosing, keep in mind that Olga loves sweets and will definitely order ice cream with chocolate filling, as well as a sweet drink. However, the trainer asked Olga to consume dishes with the greatest content squirrel.

This page contains demonstration OGE options in biology for grade 9 for 2009 - 2019.

Demo options OGE in biology contain tasks of three types: tasks where you need to choose one of the proposed answers, tasks where you need to give a short answer, and tasks where you need to give a detailed answer. The correct answers are given for tasks of the first and second types, and the content of the correct answer and evaluation criteria are given for tasks of the third type.

IN demo version of the 2019 OGE in biology compared to the 2018 demo version no changes.

Demonstration versions of the OGE in biology

Note that demonstration versions of the OGE in biology are presented in pdf format, and to view them you must have, for example, the free Adobe Reader software package installed on your computer.

Scale for recalculating the primary score for completing the examination work
to a mark on a five-point scale

• scale for recalculating the primary score for completing the 2018 examination paper into a mark on a five-point scale;
• a scale for recalculating the primary score for completing the 2017 examination paper into a mark on a five-point scale;
• a scale for recalculating the primary score for completing the 2016 examination paper into a mark on a five-point scale;
• a scale for recalculating the primary score for completing the 2015 examination paper into a mark on a five-point scale;
• scale for recalculating the primary score for completing the 2014 examination paper into a mark on a five-point scale.
• scale for recalculating the primary score for completing the 2013 examination paper into a mark on a five-point scale.

Changes in biology demo options

Demonstration versions of the OGE in biology 2009-2014 consisted of 3 parts: tasks with a choice of answers, tasks with a short answer, tasks with a detailed answer.

In 2013 in part 2 (B) was added a practice-oriented task for correlating, according to a given algorithm, the morphological characteristics of an organism or its individual organs with the proposed models.

In 2014 in demo version of the OGE in biology the following were introduced changes:

• in part 1(A) it was on 2 abbreviated number of tasks,
• in part 2 (B) there was added a new task with choosing three correct answers out of six;
• in part 3(C) it was new task included on the application of biological knowledge in a practical situation;
• the total number of tasks has not changed, but maximum primary score for execution exam paper increased from 43 to 46.

In 2015 in demo version of the OGE in biologythe structure of the variant has changed:

• The option began to consist two-piece.
• Numbering tasks became through throughout the entire version without letter designations A, B, C.
• The form for recording the answer in tasks with a choice of answers has been changed: the answer now needs to be written down number with the number of the correct answer(not circled).

IN demo versions of the OGE 2016 - 2019 in biology compared to the 2015 demo version there were no changes.

State final certification 2019 in biology for 9th grade graduates educational institutions is carried out to assess the level of general education training of graduates in this discipline. The tasks test knowledge of the following sections of biology:

1. The role of biology in the formation of the modern natural science picture of the world, in the practical activities of people.
2. The cellular structure of organisms as proof of their relationship, the unity of living nature.
3. Signs of organisms. Unicellular and multicellular organisms. Kingdom of Bacteria. Kingdom of Mushrooms.
4. Kingdom of Plants.
5. Animal Kingdom.
6. General plan of the structure and vital processes. Similarities between humans and animals and differences from them. Reproduction and development of the human body.
7. Neurohumoral regulation of vital processes of the body.
8. Support and movement.
9. Internal environment.
10. Transport of substances.
11. Nutrition. Breath.
12. Metabolism. Selection. Covers of the body.
13. Sense organs.
14. Psychology and human behavior.
15. Compliance with sanitary and hygienic standards and rules healthy image life. Techniques for providing first aid.
16. Influence environmental factors on organisms.
17. Ecosystem organization of living nature. Biosphere. The doctrine of the evolution of the organic world.

Standard OGE test(GIA-9) format of 2019 in biology contains two parts. The first consists of 28 tasks with a short answer, the second - of 4 tasks with a detailed answer. In this regard, only the first part (i.e., the first 28 tasks) is presented in this test. According to the current exam structure, among these tasks, only 22 questions offer answer options. But for the convenience of passing tests, the site administration decided to offer answer options in all tasks. However, for tasks in which answer options are not provided by the compilers of real test and measurement materials (CMMs), the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face in the end school year.

The standard OGE test (GIA-9) of the 2019 format in biology contains two parts. The first consists of 28 tasks with a short answer, the second - of 4 tasks with a detailed answer. In this regard, only the first part (i.e., the first 28 tasks) is presented in this test. According to the current exam structure, among these tasks, only 22 questions offer answer options. But for the convenience of passing tests, the site administration decided to offer answer options in all tasks. However, for tasks in which the compilers of real test and measurement materials (CMMs) do not provide answer options, the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

The standard OGE test (GIA-9) of the 2018 format in biology contains two parts. The first consists of 28 tasks with a short answer, the second - of 4 tasks with a detailed answer. In this regard, only the first part (i.e., the first 28 tasks) is presented in this test. According to the current exam structure, among these tasks, only 22 questions offer answer options. But for the convenience of passing tests, the site administration decided to offer answer options in all tasks. However, for tasks in which the compilers of real test and measurement materials (CMMs) do not provide answer options, the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

The standard OGE test (GIA-9) of the 2018 format in biology contains two parts. The first consists of 28 tasks with a short answer, the second - of 4 tasks with a detailed answer. In this regard, only the first part (i.e., the first 28 tasks) is presented in this test. According to the current exam structure, among these tasks, only 22 questions offer answer options. But for the convenience of passing tests, the site administration decided to offer answer options in all tasks. However, for tasks in which the compilers of real test and measurement materials (CMMs) do not provide answer options, the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

The standard OGE test (GIA-9) of the 2018 format in biology contains two parts. The first consists of 28 tasks with a short answer, the second - of 4 tasks with a detailed answer. In this regard, only the first part (i.e., the first 28 tasks) is presented in this test. According to the current exam structure, among these tasks, only 22 questions offer answer options. But for the convenience of passing tests, the site administration decided to offer answer options in all tasks. However, for tasks in which the compilers of real test and measurement materials (CMMs) do not provide answer options, the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

The standard OGE test (GIA-9) of the 2018 format in biology contains two parts. The first consists of 28 tasks with a short answer, the second - of 4 tasks with a detailed answer. In this regard, only the first part (i.e., the first 28 tasks) is presented in this test. According to the current exam structure, among these tasks, only 22 questions offer answer options. But for the convenience of passing tests, the site administration decided to offer answer options in all tasks. However, for tasks in which the compilers of real test and measurement materials (CMMs) do not provide answer options, the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

The standard OGE test (GIA-9) of the 2017 format in biology contains two parts. The first consists of 28 tasks with a short answer, the second - of 4 tasks with a detailed answer. In this regard, only the first part (i.e., the first 28 tasks) is presented in this test. According to the current exam structure, among these tasks, only 22 questions offer answer options. But for the convenience of passing tests, the site administration decided to offer answer options in all tasks. However, for tasks in which the compilers of real test and measurement materials (CMMs) do not provide answer options, the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

The standard OGE test (GIA-9) of the 2016 format in biology contains two parts. The first consists of 28 tasks with a short answer, the second - of 4 tasks with a detailed answer. In this regard, only the first part (i.e., the first 28 tasks) is presented in this test. According to the current exam structure, among these tasks, only 22 questions offer answer options. But for the convenience of passing tests, the site administration decided to offer answer options in all tasks. However, for tasks in which the compilers of real test and measurement materials (CMMs) do not provide answer options, the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

The standard OGE test (GIA-9) of the 2016 format in biology contains two parts. The first consists of 28 tasks with a short answer, the second - of 4 tasks with a detailed answer. In this regard, only the first part (i.e., the first 28 tasks) is presented in this test. According to the current exam structure, among these tasks, only 22 questions offer answer options. But for the convenience of passing tests, the site administration decided to offer answer options in all tasks. However, for tasks in which the compilers of real test and measurement materials (CMMs) do not provide answer options, the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

The standard OGE test (GIA-9) of the 2016 format in biology contains two parts. The first consists of 28 tasks with a short answer, the second - of 4 tasks with a detailed answer. In this regard, only the first part (i.e., the first 28 tasks) is presented in this test. According to the current exam structure, among these tasks, only 22 questions offer answer options. But for the convenience of passing tests, the site administration decided to offer answer options in all tasks. However, for tasks in which the compilers of real test and measurement materials (CMMs) do not provide answer options, the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

The standard OGE test (GIA-9) of the 2016 format in biology contains two parts. The first consists of 28 tasks with a short answer, the second - of 4 tasks with a detailed answer. In this regard, only the first part (i.e., the first 28 tasks) is presented in this test. According to the current exam structure, among these tasks, only 22 questions offer answer options. But for the convenience of passing tests, the site administration decided to offer answer options in all tasks. However, for tasks in which the compilers of real test and measurement materials (CMMs) do not provide answer options, the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

The standard OGE test (GIA-9) of the 2016 format in biology contains two parts. The first consists of 28 tasks with a short answer, the second - of 4 tasks with a detailed answer. In this regard, only the first part (i.e., the first 28 tasks) is presented in this test. According to the current exam structure, among these tasks, only 22 questions offer answer options. But for the convenience of passing tests, the site administration decided to offer answer options in all tasks. However, for tasks in which the compilers of real test and measurement materials (CMMs) do not provide answer options, the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

The standard OGE test (GIA-9) of the 2015 format in biology contains two parts. The first consists of 28 tasks with a short answer, the second - of 4 tasks with a detailed answer. In this regard, only the first part (i.e., the first 28 tasks) is presented in this test. According to the current exam structure, among these tasks, only 22 questions offer answer options. But for the convenience of passing tests, the site administration decided to offer answer options in all tasks. However, for tasks in which the compilers of real test and measurement materials (CMMs) do not provide answer options, the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

The standard OGE test (GIA-9) of the 2015 format in biology contains two parts. The first consists of 28 tasks with a short answer, the second - of 4 tasks with a detailed answer. In this regard, only the first part (i.e., the first 28 tasks) is presented in this test. According to the current exam structure, among these tasks, only 22 questions offer answer options. But for the convenience of passing tests, the site administration decided to offer answer options in all tasks. However, for tasks in which the compilers of real test and measurement materials (CMMs) do not provide answer options, the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

The standard OGE test (GIA-9) of the 2015 format in biology contains two parts. The first consists of 28 tasks with a short answer, the second - of 4 tasks with a detailed answer. In this regard, only the first part (i.e., the first 28 tasks) is presented in this test. According to the current exam structure, among these tasks, only 22 questions offer answer options. But for the convenience of passing tests, the site administration decided to offer answer options in all tasks. However, for tasks in which the compilers of real test and measurement materials (CMMs) do not provide answer options, the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

one correct option.

When completing tasks A1-A24, select only one correct option.

When completing tasks A1-A24, select only one correct option.

When completing tasks A1-A24, select only one correct option.

Specification
control measuring materials for carrying out
in 2017 main state exam
in BIOLOGY

1. Purpose of CMM for OGE– assess the level of general education training in biology of IX grade graduates educational organizations for public purposes final certification graduates. The exam results can be used when admitting students to specialized classes in secondary schools.

OGE is carried out in accordance with Federal law Russian Federation dated December 29, 2012 No. 273-FZ “On education in the Russian Federation.”

2. Documents defining the content of CMM

3. Approaches to content selection and CMM structure development

Development basis exam options is the invariant core of the content of biological education of the basic school, which is reflected in the Federal component of the state educational standard and in biology textbooks recommended by the Ministry of Education and Science of the Russian Federation for use in the implementation of state accreditation educational programs basic general education.
Examination materials are aimed at testing graduates’ mastery of the most important knowledge presented in the sections of the biology course “Plants. Bacteria. Mushrooms. Lichens”, “Animals”, “Man and his health”, “ General patterns life", subject skills and types of cognitive activity. This allows the test to cover the main content of the course and ensure the validity of control measurement materials. The content tested in the examination materials does not go beyond the approved 2004 standard and does not depend on the work programs and textbooks used to teach biology in specific educational organizations.
In the examination materials, there is a high proportion of tasks in the section “Man and his health”, since it is in this section that the issues of preserving and strengthening physical and mental health are considered relevant for students. mental health person.

4. Communication examination model OGE with KIM Unified State Exam

Manifests itself in the selection of controlled content and construction of the structure of control measuring materials. The content of the examination paper in grade IX tests knowledge, skills and activities in blocks similar to the blocks of the biology course in basic school. The structure of the examination paper is represented by the same number of parts and the types of tasks used.

5. Characteristics of the structure and content of CMM

The work includes 32 tasks and consists of two parts.

Part 1 contains 28 short answer questions: 22 questions basic level difficulties with the answer in the form of one number; 6 tasks higher level difficulties, of which 2 with choosing and recording three correct answers out of six, 3 with establishing the correspondence of elements of two information series (including the task of including terms and concepts missed in the text, correlating the morphological characteristics of an organism or its individual organs with the proposed models according to given algorithm), 1 for determining the sequence biological processes, phenomena, objects.

Part 2 contains 4 tasks with a detailed answer, of which: 1 of an increased level of complexity for working with text, involving the use of information from the text of contextual knowledge to answer the questions posed; rest high level Difficulty: 1 to analyze statistical data presented in tabular form; 2 on the application of biological knowledge to solve practical problems.

For answers to tasks 29-32, use a separate sheet. First write down the number of the task (29, 30, etc.), and then the answer to it. Write down your answers clearly and legibly.

ORIGIN OF LIVING CREATURES

In the Middle Ages, people readily believed that geese came from fir trees, and lambs were born from the fruits of the melon tree. The beginning of these ideas, called the “Theory of Spontaneous Generation,” was laid by the ancient Greek philosopher Aristotle. In the 17th century F. Redi suggested that living things are born only from living things and there is no spontaneous generation. He put a piece of snake, fish, eel and beef into four jars and covered them with gauze to keep air out. He filled four other similar jars with the same pieces of meat, but left them open. In the experiment, Redi changed only one condition: the can was open or closed. Flies could not get into a closed jar. After some time, worms appeared in the meat lying in the open (control) vessels. No worms were found in the closed jars.

In the 19th century A serious blow to the theory of spontaneous generation was dealt by L. Pasteur, who suggested that life was introduced into nutrient media along with air in the form of spores. The scientist constructed a flask with a neck similar to a swan's neck, filled it with meat broth and boiled it on an alcohol stove. After boiling, the flask was left on the table, and all the room dust and microbes in the air, easily penetrating inside through the opening of the neck, settled on the bend without getting into the broth. The contents of the flask remained unchanged for a long time. However, if you break the neck (the scientist used control flasks), the broth quickly became cloudy. Thus, Pasteur proved that life does not originate in the broth, but is brought from outside along with the air containing spores of fungi and bacteria. Consequently, scientists, by conducting their experiments, refuted one of the most important arguments of supporters of the theory of spontaneous generation, who believed that air is the “active principle” that ensures the emergence of living things from non-living things.

1) What equipment did F. Redi use in his experiment?

2) What was the object of study in L. Pasteur’s experiments?

3) How could worms appear on meat in open jars?

Show answer

1) 8 cans, gauze.

OR Jars and gauze.

2) Meat broth.

3) Worms - worm-like insect larvae are formed from eggs laid by houseflies

Using Table 1 “Comparative composition of blood plasma, primary and secondary urine of the human body,” as well as using knowledge from the biology course, answer the following questions.

Comparative composition of blood plasma, primary and secondary urine of the human body (in%)

1) The concentration of which substance remains practically unchanged as blood plasma is converted into secondary urine?

2) What substance and why is absent in the secondary urine compared to the primary?

Show answer

The correct answer must contain the following elements.

1) Sodium.

OR Sodium (in salts).

2) Glucose.

3) In the convoluted channels of the nephron, glucose is actively absorbed into the blood

Olga, a master of sports in tennis, is at training camps, where every day for four hours (morning and evening), she actively trains with her friends. In their free time between training sessions, the girls decided to have lunch at a fast food restaurant.

Using the data from tables 2 and 3, offer Olga the optimal menu in terms of caloric content and protein ratio from the list of proposed dishes and drinks in order to compensate for her energy costs of a morning two-hour workout.

When choosing, keep in mind that Olga loves sweets and will definitely order ice cream with chocolate filling, as well as a sweet drink. However, the trainer asked Olga to consume dishes with the highest protein content.