Municipal Cultural Institution

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Khiloksky district"

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Khilok - 2017

Dear friends!

Each person is unique and is a part of a huge unique world. We are different, but we are all united by our common Home- planet Earth. And our task is to preserve this house for posterity, so that our children, grandchildren, great-grandchildren can admire the rich, diverse, bizarre and completely unknown world of nature. It is very important from the first years of life to educate a humane, socially active, creative person who is able to understand and love the surrounding world, nature and treat them with care, predict the possible consequences of their actions. her.

Ecological excursions-expeditions.

The goal is to find answers to the questions posed, accumulate information, teach to observe, “read” the book of nature.

The content of the excursions can be the study of the surrounding area to form ideas about the surrounding natural conditions, terrain, conditions, ecological situation, the presence of animals and plants. During the expedition, children can procure medicinal herbs, collect natural material for collections, explore plants, soil, water in different conditions (including favorable environmental conditions: along a fence, in a wasteland, etc.).

In addition to wildlife, objects of inanimate nature can also become objects of research: granite boulders, stones; sand screes; wind and water, their diverse impact on nature. For ecological expeditions, as a rule, special equipment is required: a magnifying glass, a pencil, a felt-tip pen; several plexiglass plates, a folder for a herbarium; boxes; packages; camera, etc. Expeditions are more often planned in a group preparatory to school. The results of the work should be presented in the form of albums, drawings, collections.

Ecological Museum.

It is a real school of nature. The following expositions are appropriate in the museum: flora (herbarium); rare, endangered species of plants and animals (albums and photographs); minerals and rocks (collections of children); water, its use, protection (illustrations); green pharmacy (medicinal herbs); ecosystems (models); ecological catastrophes and disasters (albums, illustrations). Such material makes it possible to visualize a wide variety of topics: “Who are the defenders of nature”; "Blue and green patrols, their activities", "Life of animals in the forest"; "The mysterious world of insects", etc. But no museum can replace communication with wildlife. And here ecological observations are of great importance.

Ecological observations.

The goal is to form an idea of ​​animals and plants as living organisms, to show the relationships that exist in nature.

It is important to consider the observed object from all points of view: for example, the following cycles can be distinguished in observations of plants: name (interesting information related to the name); classification (tree, shrub, herbaceous plant); appearance, parts, purpose; conditions necessary for growth and development; habitat; plant as a habitat for animals; plant as food for animals; methods of seed dispersal, reproduction; meaning in human life; how a person helps plants; rules of conduct in nature.

In observations of animals, it is advisable to find out the following: name (interesting information related to the name); appearance, features; classification (insects, birds, fish, mammals); way of movement, adaptation of limbs to the way of movement; way of getting food, adaptation to the way of getting food; food, habitat, adaptation to the environment; reproduction; relationships that exist in nature; meaning in human life; the role of man in the life of animals; rules of conduct in nature. Ecological knowledge is the basis of ecological consciousness, but only educating children is not enough, it is necessary to involve them in practical activities.

PRIMROSE. It is held in order to attract the attention of schoolchildren and the public to the problems of preserving rare, endangered species of early flowering plants, preventing the illegal collection, sale and destruction of primroses. As part of the action, ecological landings are carried out, patrols of territories where primroses have been preserved. Schools and kindergartens hold events (classroom hours, quizzes, performances) dedicated to rare and endangered species.

SEED. The action involves the collection of seeds of trees and shrubs, annual and perennial ornamental herbaceous plants followed by the cultivation of seedlings for landscaping settlements. The collected seeds are transferred to forestries, orphanages, schools, kindergartens.

scarlet carnation. In the course of the action, students participate in landscaping memorial complexes, burial places of soldiers who died on the battlefields and in hospitals from wounds, tidying up memorial areas from garbage.

Actions for the protection of water resources

"LIVE, SPRING"

One of the global environmental problems of our time is the insufficient provision of the population with clean drinking water. People should understand that the solution to this problem is multifaceted and consists of many elements, and the quality of water largely depends on them. Here and saving drinking water, installation of local treatment systems.

Springs are the exits groundwater to the surface, They are much less prone to pollution than surface water, often do not contain pathogenic bacteria, harmful components, do not require purification and can be sources of high-quality drinking water. Spring water has healing properties. The presence of calcium in it contributes to the treatment of such ailments as high blood pressure, cardiac arrhythmia. In addition, calcium strengthens bones, thereby preventing the development of osteoporosis, and has a beneficial effect on the nervous system. Abundant consumption of spring water is necessary for urolithiasis, infectious diseases, to normalize blood circulation. Turkish doctors advise: "Drink spring water as much as possible, especially in summer, it has everything your body needs." People compare springs with eyes. They are really vulnerable like the eyes and they must be protected like the apple of an eye. It is a matter of honor for environmentalists-local historians to pay attention to this problem, to engage in the identification, study and protection of springs. To identify springs, one should examine the banks of rivers, the slopes of ravines, gullies and other relief depressions. Found springs must be mapped. After examining each spring in detail, it is necessary to fill out a passport and carry out work on the improvement of the spring.

At the same time, before talking about the value and quality of water from a particular spring, especially in an urban environment, it is necessary to study it in the laboratory. An increased degree of mineralization of water can adversely affect the state of health, possibly bacterial contamination, etc.

Spring passport

Name

Location of the spring (topographic reference) ____________________

Type of land (arable land, meadow, forest) ___________________________________________

Sizes and configurations of the spring (water depth, diameter at the water's edge)

____________________________________________________________________

Characteristics of rocks, soils, soils (rock, sand) ________________________

The nature of the outflow (pressure bottom key, exit from the wall, non-pressure bottom recharge) _________________________________________________

The main characteristics of water (salinity, hardness, transparency, color, smell, etc.) ________________________________________________

Suitability for chemical and bacteriological properties

____________________________________________________________________

Where it flows into (into a ravine, river, lake) _____________________________________

Use of the spring by the population _____________________________________

State of improvement of the spring (masonry, chimney, wooden frame, natural turf) _________________________________________________

When and by whom the spring was landscaped (with a photograph of the spring or a drawing attached) ____________________________________________________________

Stories, legends associated with the spring_________________________________

____________________________________________________________________

Clearing springs is a popular but complex hydrotechnical event, it should be carried out at least once a year (in the spring) with simultaneous maintenance of fixtures and equipment.

The receiving hole (chamber) of the spring and the bed of the outgoing stream must first be cleared of debris, silt and leaves, and then equipped with captions, i.e., facilities for collecting water. At the clearing site, the bottom and slopes are covered with gravel, crushed stone, and rubble. It is better to collect stones near the spring so as not to bring in alien geological objects. Clearing of springs should be done manually, without disturbing the place of its exit and without changing the course.

In order to prevent surface water from mixing with spring water, waterproof materials should be used, and clay paving should be arranged. To drain water from capping, equip paved trays and pipes. For the simplest equipment of a spring with a receiving hole, it is possible to dig a polyethylene bottle with a cut-off bottom as a pipe for water intake into the opposite edge of the receiving hole from the spring at a height of 20–25 cm from its bottom.

By agreement with the local executive authorities, the place of the spring can be marked with masonry, a wooden frame, or small architectural forms (benches, sheds) can be arranged, and green spaces (shrubs, trees) can be planted at a distance of 5–10 m from the spring.

It is useful to remove debris from the area around the spring. If there is little garbage, but there is no way to transfer it to a landfill, then at a distance of at least 30–50 m from the spring, you can dig a hole, strengthen the walls with clay and fill it with garbage, sprinkled with earth and fallen leaves on top. This applies if the garbage consists of easily degradable materials (paper, rags, food waste).

The spring and approaches to it can be marked with signs (in the form of plates)

SPRING___________________________________

Water temperature___________________________

Water quality______________________________

Use by the public ___________________

The spring is equipped with _____________________

The date_______________________________________

"HUNT FOR PLASTIC"

Goals: formation of an active citizenship of children and residents, by including them in the practical solution of urgent environmental problems; involvement of the population in the problems of pollution of the region and the city with waste from materials that can be recycled (plastic containers).

Usually the action is held in places of mass recreation of people, where a large number of empty plastic bottles. Participants of the action: residents of the settlement, students of secondary schools, gymnasiums, lyceums, institutions of additional education for children, kindergartens, orphanages, college students, public organizations, councils of territorial self-government and everyone who cares about environmental issues. The age of participants is not limited. On the appointed day, they participate in the collection of abandoned plastic bottles.

Active participants of the action who scored the largest number plastic bottles are awarded with certificates of participation and memorable prizes at the final event.

A DAY WITHOUT PLASTIC BAG

Environmental campaign "Eco-bag instead of a package." All libraries of the city and district can take part in it. Thus, within the framework of the action, the following can be organized: an ecological book exhibition in the library “Word for the Protection of Nature”; demonstration of a video about the dangers of using plastic bags; bookcrossing on ecology on the streets of the city; master class on making eco-bags from improvised materials. On the streets of the city, you can organize the distribution of bookmarks "Why we should use eco-bags." You can support this action without leaving your home. It is enough to give up plastic bags on this day by offering a creative slogan or take part in an eco-bag competition.

"7 MINUTES FOR NATURE"

Action goals:

- the formation of an active citizenship of children and residents, by including them in the practical solution of urgent environmental problems;

– involvement of the population in the problems of pollution of the region and the city with waste from materials that, in part, can be recycled.

It is usually held at the entrance to the park of culture and recreation, where an ecological post is set up, which is a tent with the slogan "7 minutes for Nature".

Everyone who wants to take part in tidying up the territory of the park can get gloves and a garbage bag, as well as get acquainted with the history and nature of their park. It takes 7 minutes to collect and take out a small bag of garbage from the park (hence the name of the action).

In addition, you can take part in quizzes and get a prize.

"WE LOVE OUR CITY"

Purpose of the action: attracting and orienting young people to solve the environmental problems of the city; education of ecological culture, active citizenship for the protection and protection of the natural environment through practical environmental activities.

Action objectives:

- to unite the efforts of citizens in the protection of the natural environment and involve in the field of large-scale action of students of schools, lyceums, gymnasiums, colleges, out-of-school institutions of the city;

- to attract the attention of the public, the media to solving the environmental problems of the city;

- to form an understanding of young people that the present and future of wildlife depends on us;

– support and implement specific activities to address the environmental problems of the city.

The action includes practical activities of the population, including students, in the ecological improvement of the city: garbage collection, landscaping, organization of flower beds. Usually such promotions are held in April and in September-October.

"SMALL YARD. DEAR TO HEART»

Purpose: to involve children and youth, the entire population of the city in solving the problems of our regional center for landscaping, cleanliness and improvement of yards and entrances.

Tasks: to form an understanding of children and youth that the future of our city, our planet depends on us, by all available and possible ways support and implement specific activities to address the environmental problems of the city.

This action consists of a large complex of works carried out by teachers, students, parents to improve the yard area. Children living in the entrance keep order in it, help war and labor veterans; under the guidance of children's activists, trees, shrubs, flowers are planted in the yard, children's playgrounds and sports facilities are put in order.

"PARK OF MY CHILDHOOD"

The purpose of the operation: to attract the attention of schoolchildren to the problems of preserving and restoring urban forest park areas, protecting green spaces and nature conservation areas of the city.

Operation tasks:

- education in children and adolescents of school age respect for the natural objects of the city;

– formation of awareness of the need for rational nature management, an active life position by involving them in practical environmental and environmental activities.

This action consists of a large complex of works carried out by teachers, students, parents to put in order the territory of parks and squares located in the school microdistrict. Children plant trees, shrubs, flowers, cut dry branches of trees, remove garbage.

Campaigns for the protection of atmospheric air

"DAY WITHOUT CARS"

Held annually on September 22. On this day, a large role is given to public transport and bicycles, and the use of personal vehicles is limited. How fewer cars the less emissions to the atmosphere.

What can students do on this day?

- convince parents to stop using a private car and use public transport, bicycle, and walk. If it is absolutely impossible to abandon the car on this day, it is necessary to reduce its “transport trail”: take fellow travelers, think about optimizing the route;

- personally use the bike while tying a green ribbon to the bag, bike handlebars or clothes as a sign of support for the action;

- talk about the impact road transport on the environment;

– distribute leaflets to drivers calling for the reduction of vehicle emissions into the environment; – print useful information and hang it in your entryway.

Campaign "Twig of ecological desires"

On an impromptu "twig", library readers, both adults and children, write their wishes on the topic of ecology. "Take care of the earth, there won't be another like it" "Don't litter!" etc.

List of used literature

1. S.N. Nikolaev. Young Ecologist: Preschool Ecological Education Program

2. Alexandrov A. "Ecology at school: from the planet - to man." // Bereginya. 2010. No. 11. P. 11.

4. Action "Seed" /http://eko.mgsun.edusite.ru/p4aa1.html

5. Be healthy, ecology! (Collection: scenarios, lessons, holidays, quizzes, games) / ed. I. V. Zaitsev. M., 2011. 96 p.

6. Voronina O.N., Voronina A.V. Basic rules and recommendations for planting trees and shrubs in urban areas. N. Novgorod, 2004. 44 p.

7. Day without cars / http://ru.wikipedia.org, http://avtostopom.org, www.avtotours.ru

8. Day without cars / www.vanpool.com, www.howtostartacarpool.com, http://carpool.tamu.edu

Sports and Pedagogical College "SPARTA" MOSCOW SPORT

Curly V.V.

MOSCOW 2008.

Curly Vsevolod Vladimirovich.

Reviewers:

Candidate of Pedagogical Sciences, teacher of the highest category

Nikulichev Valery Alekseevich.

Teacher of the highest category of secondary school. 262 Moscow

Dikarev Sergey Dmitrievich.

METHODOLOGICAL RECOMMENDATIONS FOR ZONIC STUDENTS IN THE COURSE OF BASICS OF ECOLOGY .

Explanatory note.

These guidelines are an adapted version of the school curriculum for complete secondary school. It is designed for 34 hours of study time and therefore a number of topics are somewhat reduced. The program consists of four sections, which are at the same time educational modules. The first section is devoted to ecological factors of the environment, the second is devoted to the ecology of populations, the third is to the ecology of communities, and the fourth is to the biosphere. Thus, the usual structure of the ecology course is preserved.

Distribution of study time .

Chapter

Introduction. Subject and methods of ecology. Problems of ecology.

Section 1. Environmental factors of the environment.

Abiotic environmental factors: light, temperature, humidity, soil salinity, other environmental factors.

Practical work. 1. Environmental factors of the environment.

Students should know the effect of the main environmental factors on organisms, be able to define and give examples of the main relationships between living organisms.

Section 2. Ecology of populations.

Basic methods for studying populations. Growth curves and survival curves. Population fluctuations, population strategy. Monitoring the future of the population. Practical work. 2. Ecology of populations. Requirements for knowledge and skills of students. Students should know the basic methods of studying populations. Know what growth and survival curves are, population strategy, and what population fluctuations lead to.

Section 3. Ecology of communities. Ecological communities, biocenoses, biogeocenoses, ecosystems. Productivity of ecological communities. Ecological succession: primary succession, secondary succession. The theory of monoclimax and polyclimax.

Practical work. 3. Ecology of communities.

Requirements for knowledge and skills. Students should know such concepts as biocenosis, biogeocenosis, ecosystem and be able to distinguish between them. Imagine what ecological succession is.

Section 4 Biosphere.

Teachings of VI Vernadsky about the biosphere. Basic biochemical functions of the biosphere. Evolution of the biosphere. Global environmental catastrophes of the past. Possible options for the future of the biosphere.

Practical work. 4. Biosphere.

Requirements for knowledge and skills. Students should know the main functions of the biosphere: gas, concentration, biochemical. To be able to reason about models of the future of the biosphere.

The main educational modules of the program.

Module 1. Environmental factors of the environment.

Module 2. Ecology of populations.

Module 3. Ecology of communities.

Module 4. Ecology of the biosphere.

Teaching aids and literature.

Movies from the Save Our Planet series.

LITERATURE.

Odum Yu. Fundamentals of general ecology. In 2 vols. M. MIR, 1986.

Chernova N. M., Bylova A. M. Ecology. M. Enlightenment 1999.

Ecological essays on nature and man. M. Progress. 1988.

METHODOLOGICAL RECOMMENDATIONS FOR THE COURSE.

Course sections.

1. The subject of ecology. environmental factors.

2. Ecology of populations.

3Ecological communities and ecosystems.

4. Biosphere.

Section 1. SUBJECT OF ECOLOGY. ENVIRONMENTAL FACTORS.

The subject of ecology. Basic ecological approaches.

The word "ecology" is perhaps one of the most mentioned both in our everyday speech and in the media. Most often you can hear the combination of "bad" ecology, "good" ecology. At the same time, ecology cannot be bad or good, since ecology is, first of all, a science.

The word ecology was introduced into scientific use in the 19th century by one of Darwin's associates, Ernst Haeckel. The term is made up of two Greek words, oikos, which means house, and logos, which means study. Haeckel defined ecology as "the study of the balance between the organism and the environment", the subject of which is the relationship of living beings, both with inorganic and organic nature.

Ecology is the science of the relationship of living beings with each other and the environment.

Thus, these relationships may be good or bad, but not the science that studies them.

The task of ecology is to study the patterns of distribution of living organisms in space, changes in the number of organisms and the circulation of substances and the flow of energy that occur with the participation of living systems.

Ecology is a very complex science, it is connected with many other sciences and disciplines, since for a correct understanding of the ecological situation, sometimes it is necessary to take into account a wide variety of factors. Usually, to isolate the main thing, ecologists use one of several approaches: the ecosystem approach, the study of communities, the population approach, the study of habitats, evolutionary and historical approaches.

Ecological factors of the environment. Light.

An important place in ecology is occupied by the study of the influence of various environmental factors on ecological systems. There are two groups of environmental factors affecting living systems - abiotic and biotic factors.

Abiotic factors constitute the non-living component of ecological systems. This is, first of all, light, humidity, temperature, as well as the geomagnetic field of the Earth, the composition of the water, air and soil environment.

Biotic factors associated with the influence of living beings on each other.

Sometimes isolated separate group anthropogenic factors, which include various manifestations of human activity that affect wildlife.

We will start our conversation about environmental factors with light. It is the light of the Sun that gives us energy and, apparently, plays a leading role in the life of living organisms on Earth, even for those of them who literally do not see white light.

Light performs two main functions in relation to living systems. First, light is a source of heat and energy. Secondly, light determines the rhythm of life.

By its physical nature, light is electromagnetic waves of a certain length. Nature arranged it so that only a limited spectrum of electromagnetic waves reaches the surface of our planet.

In relation to light, all living organisms on Earth can be divided into two groups: phototrophs and heterotrophs.

Phototrophs- These are plants and some bacteria, that is, living beings capable of photosynthesis. With the help of special pigments, the most important of which is chlorophyll, phototrophs are able to convert solar energy into the energy of chemical bonds.

Plants in relation to light are divided into three groups: light-loving, shade-tolerant and shade loving. Light-loving plants are plants of open spaces - steppes, meadows. Among light-loving plants, mainly herbs, many of which belong to the grass family. However, even in photophilous plants, an increase in light beyond the optimum causes suppression of photosynthesis.

In the forest, the attitude towards light is expressed in tiered. The plants of the upper tiers are photophilous, and the plants of the lower tiers are shade-tolerant. Plants of the lower tiers have an ecological optimum in the area of ​​low light and cannot stand strong light. They are able to catch even reflected light. Ferns and mosses are common among these plants.

Shade-tolerant plants adapt well to different light conditions. For example, many trees begin their growth under the forest canopy, and then go to the upper tiers.

Of great importance in the life of all living beings is the duration of illumination or photoperiod.

Photoperiodism is the response of organisms to seasonal changes in day length..

Light sets the rhythm of life for animals and plants. The speed of physiological processes, the way of life of living beings, apparently depends on the light regime. For example, a decrease in day length is a signal for trees to shed their leaves in autumn, and an increase in day length is a signal for buds to swell in spring, and the ambient temperature does not always matter. For animals, the shortening of the day in autumn is a signal to create reserves for the winter. On the basis of photoperiodism, such an important mechanism as the "biological clock" works.

Temperature and other abiotic factors.

Another important factor determining the life of living beings is temperature. Living organisms in relation to temperature are divided into two groups: poikilothermic and homeothermic.

Poikilothermic living beings depend on the temperature of the environment. Homeothermic living beings have a constant body temperature.

Homeothermic living beings are only birds and mammals. Only these two groups of animals have complete control over their own body temperature.

The only exceptions in this sense are mammals and birds. But the speed of chemical processes occurring in the body depends on body temperature. Most comfortable conditions for living beings, the temperature is considered to be about + 25 degrees Celsius. However, living creatures are also found in Antarctica, where frosts down to -50 are not uncommon, and in deserts, where the temperature in the shade reaches +50. Not a single living being, with the exception of man, is capable of enduring the entire range of temperatures in an active state. Therefore, temperature can be attributed to one of the limiting factors in the distribution of living beings on the globe. Poikilothermic living beings are characterized by various ways of adapting to cold conditions. In the Far North, all trees are dwarf. Their height corresponds to the height of the snow cover, since all parts protruding above the snow die from freezing and drying. Some shrubs and trees are transitioning to horizontal growth. These include juniper, cedar dwarf and other plants. This again allows the plants not to rise above the snow cover.

Some plants and animals fall into anabiosis when lowering temperature .

Anabiosis - This is a state of the body in which the processes of vital activity are so slow that all visible manifestations of life are absent.

Anabiosis allows organisms to survive the most adverse conditions. Mosses and lichens, for example, survive freezing in the winter season in a state of suspended animation, and after thawing they turn out to be quite viable. Lichens can be in a state of suspended animation for more than two years!

Anabiosis should not be confused with hibernation, although these phenomena have much in common. Winter hibernation is also characterized by a slight decrease in body temperature, and hence the level of metabolism, but not to such a strong extent as during suspended animation.

Many plants and animals are adapted to overheating. Dense pubescence, which gives the leaves a light color and enhances the reflection of incident light, a decrease in the surface of the leaves - this is just an incomplete list of adaptations of plants in arid and hot regions of the globe.

Poikilothermic animals regulate temperature mainly through behavioral changes. In hot hours, many animals hide in the shade or burrows, and in cold conditions they fall into suspended animation. Sharks lose activity at temperatures below 18 degrees Celsius and therefore live in well-heated waters or in places where there are warm currents.

Homeothermic animals also depend on the ambient temperature, but to a much lesser extent than poikilothermic ones.

In winter, in starvation and cold, many of them hibernate. However, for example, penguins - residents of Antarctica - are active all year round. They choose warmer times of the year to breed. In the cold, they huddle together. Inside the flock organized in this way, the temperature reaches 37 degrees Celsius.

Humidity is an important abiotic factor.

Water is an essential component of living systems. It largely determines the climate of many parts of the Earth.

Plants in relation to water are usually divided into three groups by ecologists and botanists: hydrophytes, xerophytes and mesophytes. The first are plants either living in water or adapted to a very humid climate, the second are plants of deserts and semi-deserts, and the third are plants with medium hardiness.

For animals and plants living in water, there is a problem of excess salt inside the cells. These living beings are largely dependent on the salinity of the environment. For example, freshwater protozoa are forced to remove excess salt through contractile vacuoles in order to maintain a balance between the internal and external environment.

The composition of salts in soils greatly affects the inhabitants of various parts of the globe.

In addition to the factors described above, living beings are influenced by the Earth's magnetic field, the microclimatic features of the region, and even moonlight.

4. Biotic factors.

In addition to interacting with factors of inanimate nature, all organisms interact with each other. Such interactions are called biotic.

There are three types of biotic interactions: neutralism, antibiosis and symbiosis.

Neutralism is the cohabitation of species, in which they do not influence each other.

There are many examples of neutralism in nature. The cockchafer and the brown bear, living in the same forest, practically do not affect each other in any way.

But with antibiosis, the influence of one species on another is direct.

Antibiosis is such an interaction of populations and species, in which the growth of their numbers is limited.

Mutual competitive suppression is observed between closely related species. Competition for light, for example, leads to a decrease in the density of each of the different types of clover growing nearby.

Antibiotic-producing organisms are an example of one population suppressing another. The famous penicillin is produced by green mold not at all in order to save humanity from terrible infectious diseases rather to crush competitors.

Competition for food resources is very widespread in nature. For example, when two types of ciliates were grown together, after some time only one species remained in the nutrient medium. This is due to the fact that ciliates of one of the species grow and multiply faster, and they won the competition.

In nature, competition for food resources is very intense. To expand the food base, some species in the larval and adult state feed on different parts of plants or different animals. This primarily concerns insects with complete transformation: beetles, hymenoptera, butterflies. Perhaps it is thanks to the expansion of the food base that insects have reached such a peak.

Predation is a form of relationship in which an organism of one species uses members of another species as food sources by killing them.

To, so to speak, positive forms of relationships between living beings include tenancy, freeloading and symbiosis.

Freeloading is the provision of food to another species without harming that species. For example, hyenas follow lions, taking advantage of the fruits of their hunting.

Lodging is the provision of another type of asylum. For example, the fry of some fish find protection under the jellyfish umbrella.

A special place among the lodgers is occupied by epiphytic plants - ferns, algae, lichens, mosses and some flowering plants. Epiphytes use another plant as an attachment site, and feed on the dying tissues of the host plant and photosynthesis.

In nature, there is such a way of relationships as symbiosis.

Symbiosis is most often understood as the mutually beneficial coexistence of organisms belonging to different species.

Perhaps the clearest example of symbiosis is lichens. These are organisms consisting, in fact, of two organisms - a fungus and an algae. Algae provide the mycelium of the fungus with organic matter through photosynthesis, and fungi deliver inorganic matter to the algae from the soil. The symbiosis here is so deep that lichen fungi do not occur in a free state, and at the same time, symbiosis is formed only with a certain type of algae.

There are many examples of symbiosis in nature. Ants grow aphids, which give them sweet milk. Pilot fish help giant but blind sharks to navigate in space. Hermit crab and sea anemone help each other survive.

No, nature is not always the scene of a bloody struggle for existence, although it is known that symbiosis is just one of the ways to survive.

What does the science of ecology study? What approaches do ecologists use in their work?

What abiotic factors act on living systems? Talk about the meaning of light.

How temperature, humidity and other environmental factors affect living systems.

What forms of biotic relationships do you know?

Section 2. POPULATION ECOLOGY.

The main ecological indicators of populations. The number of populations.

For ecological research, the concept of "population" is of great importance. A whole section of ecology is devoted to relationships within populations. The section of genetics is also involved in the study of populations. For this section of genetics, the genetic structure of the population, the distribution of genes in it, the dynamics of genetic changes in the population are important.
Population ecologydeals with the living conditions of individuals and the dynamics of their numbers in a population, as well as relationships with other populations of a given species and with populations of other species. The main goal of this section of ecology is to give an accurate forecast regarding the future of a given population. In fact, a population is one of the most important elementary units that make up ecosystems. At the same time, the ecological approach should not be confused with a simply zoological or botanical one. For example, if adults and larvae in a population have a common habitat and food base, then from the point of view of an ecologist, this is one and the same population. At the same time, when studying these factors on living objects that have a different food base and habitat, populations of larvae and adults are considered as different populations. However, this does not apply to the population size, since both larvae and adults are considered in this case. Ultimately, the integrity of each ecosystem depends on the fate of its constituent populations. Therefore, the study of populations of different species for ecologists is not an idle curiosity, but a necessity. Populations are very complex systems, so it is important to know not only the biology of a given species, but also their population characteristics, such as population density, growth rate, lifespan, and the number of offspring produced. These population characteristics are called population demographics. The study of these characteristics to predict the future of a population is called monitoring. The above characteristics of a population are, so to speak, a bird's-eye view of a population, they characterize the population as a whole. More accurate data can be obtained by examining such population characteristics as number and density. The population size is a certain number of individuals in a given area. Various methods are used to measure population. First, when it comes to large animals, it is possible to fully account for the abundance of populations. For example, the count of walruses congregating for the breeding season in large groups. Secondly, the method of trial sites. It consists in counting organisms in small areas, areas, sections, followed by extrapolation of the result to the entire population. Thirdly, the method of marking and recapturing. Animals are tagged and then caught again and the population size is determined using special formulas. There are other methods for determining the size of populations, but they can be considered modifications of the methods listed above.

Other indicators characterizing the population.

Another important indicator for assessing population density is population density. Population density is the number of individuals or biomass per unit area or volume of living space. For example, population density can be measured as follows: in one cubic millimeter of water there are 5 million individuals of chlorella, or 500 trees grow on one hectare of forest, or 200 kilograms of fish fall on 1 hectare of the reservoir surface. Density measurement shows the dynamics of the population, that is, the course of change in population over time. Population densities of different species can vary greatly, sometimes by dozens of times. In addition to abundance and density, populations are characterized by indicators such as birth rate and death rate. Fertility shows the ability of a population to increase in numbers.The main indicator of fertility is the number of new individuals, as well as seeds, eggs, born or hatched or laid in a population over a certain period of time. Ecologists distinguish maximum or absolute birth rate and ecological or just fertility.

Maximum birth rate is determined by the fecundity of females, that is, the ability of females to produce offspring under ideal conditions. Naturally, this indicator is always higher, since ideal conditions do not exist in nature.

Ecological fertility - it is the birth rate in real life conditions in which the given population lives. If the maximum birth rate is more or less stable, then the ecological birth rate varies depending on physical conditions environment.

There is a law in nature: species that do not care for offspring have a high maximum and low ecological fertility. For example, in many fish, out of millions of eggs, only a few individuals survive, and the more eggs, the fewer survivors.

Under mortality understand the rate of death of individuals during the existence of the population.

Mortality, like fertility, is expressed by the number of individuals who died in a certain period of time. Mortality is usually a relative value. Most often, to express mortality, the percentage of individuals that died in a single period of time or their share of the initial number of the group is determined.

In most organisms, the rate of mortality varies throughout life. As a rule, it is high in the early stages of development, then decreases, and increases again in old age. Therefore, populations tend to consist of middle-aged individuals. Nature in everything strives for average values, as if someone who is reasonable and knows mathematics discards extreme solutions.

3. Survival curves.

So, key indicators that characterize the population are the birth rate and the death rate. Based on these indicators, forecasts of the relative future of the population are obtained and so-called survival curves are built.

The survival curve is obtained in this way. On the vertical axis lay the number of surviving individuals to the size of the original population, expressed as a percentage. The age of individuals is plotted along the horizontal axis.

Each species has its own survival curve. Here are three options for survival curves. Curve A, apparently close to ideal, since in such a population aging is the main factor affecting mortality. A striking example is human populations in developed countries. Most people in these countries live to old age. However, the average life expectancy is almost impossible to increase to more than 75 years. The deviation of the curve from the ideal is due to a certain percentage of infant mortality. Some influence on this curve is exerted by random causes of death, such as natural disasters, car accidents, and so on.

Curve B demonstrates the dynamics of survival in populations where infant mortality is high. This happens in those populations where hunger and disease rule.

Curve B demonstrates the dynamics of mortality in such a population, where only chance dominates, moreover, individuals die before noticeable aging begins. This is how populations of some animals behave, which are not particularly endangered at an early age. A vivid example is polyps, including the well-known hydra.

Within a species, there may also be modifications to survival curves. They are due to different reasons. For example, in human populations, women live somewhat longer than men. There is no satisfactory explanation for this phenomenon. Historically, the earlier high mortality of men could be explained by frequent wars, where mainly men participated. However, this tendency also takes place in the years of prolonged peace. Surprising is also the high birth rate of boys. Most researchers explain this phenomenon by the genetic and physiological characteristics of women. So, the “weaker” sex in terms of survival curves is not like that.

4. Dynamics of populations. growth curves.

The dynamics of populations is expressed not only by mortality, but also by an increase in numbers. An excess of births over deaths leads to population growth.

The nature of the population increase can be different. Usually, two types of growth curves are distinguished: J-shaped (ji-shaped) and S-shaped (es-shaped). The first curve is also called "boom and crash", and the second is called the sigmoid curve.

With curves of the sigmoid type, the population growth rate depends on its density, which affects the accumulation of toxic waste and the depletion of food resources, and therefore growth. An increase in population density leads to a decrease in its growth to zero, and the curve on the graph reaches a plateau. At zero growth, the population is stable, that is, its size does not change. In practice, this means that mortality and survival in a given population are at the same level. Sigmoid curves are obtained for some unicellular and multicellular organisms. This is how algal cells grow in a culture medium, phytoplankton of lakes and oceans in spring, some insects and mites.

A curve of type J is obtained when continuous growth continues until a sudden drop in population density as a result of the depletion of environmental resources. This type of growth does not directly depend on population density. After a numerical outbreak or, as they say, a "boom", a collapse follows, so to speak. The reasons for the collapse may be the same as in the case of the sigmoid curve. For example, the depletion of food resources. However, in the case of a sigmoid growth curve, resource depletion occurs smoothly, in advance. The population size can decrease sharply due to the migration of some individuals or a sudden decrease in the rate of reproduction.

The optimal population size depends on the so-called maintenance capacity or forage productivity of the environment. The larger the holding capacity, the larger the maximum population size.

In the case of a J-shaped growth curve, the population suddenly goes beyond the carrying capacity of the medium. On our graph, this indicator is denoted by the letter K. This symbol is used in ecology to indicate the maximum size of population stability under given conditions.

In fact, the growth curves described above are two models of population growth. In nature, such growth patterns in their pure form are rare. Moreover, under different conditions, the same population can exhibit different growth patterns.

5. Fluctuations in numbers.

Populations that have completed their growth have a more or less constant size, which, however, can fluctuate.

In some populations, population fluctuations are of a regular cyclic nature. An example of seasonal fluctuations in the number of populations gives us a well-known picture of nature. Clouds of mosquitoes, forests full of birds, fields overgrown with cornflowers - all this is observed in the warm season and disappears in winter.

In some cases, one can observe different years fluctuations in the numbers of bird and fish species that are well known to us, such as city sparrows or gobies. These are examples of irregular changes in population size, usually associated with changes in habitat conditions.

If we talk about cyclical changes in population fluctuations, then we can talk about fluctuations in the abundance of some species of northern mammals. Many northern mouse-like rodents such as voles, mice or lemmings have cycles of three to four years.

In Europe, lemming migrations are often observed due to their overpopulation in their usual habitats. Sometimes they pass through the villages in such numbers that the cats and dogs that usually attack them simply stop paying attention to the flow of these rodents. Lemmings tend to the sea, where they drown in thousands (!).

However, the invasions of lemmings cannot be compared with the disaster brought by migratory locusts. Suffice it to say that the average flock of these insects eats as much food in a day by weight as the population of Rome or Munich eats in a day. Locusts live in shallow desert regions of Eurasia. For many years, she does not migrate, does not devour crops and does not attract attention to herself. However, there comes a time when the density of the locust population reaches monstrous proportions. Locusts develop special morphological features: they develop long wings. Behavior is also changing. The locusts seem to be going crazy with overpopulation. And her years begin. Until now, we cannot say exactly what causes such a jump in numbers.

6. Population strategies.

Population fluctuations seem to be associated with two fundamentally different strategies.

In some species, the so-called r-strategy predominates. The Latin letter r denotes the innate rate of population growth. Species with this type of strategy tend to have high birth rates. The second type of strategy is the k-strategy. These species have a low birth rate, their strategy is aimed at maximizing the survival of the species in given conditions. In nature, there are many intermediate options between these two types of strategies.

Species with an r-strategy are those that are the first to colonize new habitats. They also colonize disturbed habitats faster than k-strategy species, as they multiply and spread rapidly. At the same time, species with k-strategy quickly crowd out species with r-strategy, which meanwhile move to other habitats. The fact is that r-type populations, due to the peculiarities of their growth dynamics, cannot remain within one habitat for a long time, since they quickly use the resources available to them. As a rule, such species occupy a given area during the life of one generation. Then the conditions require their relocation to a new place. This strategy is sometimes referred to as the "fight and flight" strategy.

Nevertheless, it should be recognized that most organisms are characterized by an intermediate type of strategy. Moreover, we encounter different strategies even among groups of closely related organisms.

The little blue tit bird shows, for example, a pronounced r-strategy. It is able to increase its population by more than 2 times in one season. The well-known Australian budgerigar can also be attributed to representatives of this type of strategy.

Another thing is the albatross. This is a bird with a pronounced k-strategy. Giant, with a wingspan of more than 3 meters, the bird reaches sexual maturity only by 9-11 years of age. At the same time, the albatross lays only one egg in 2 years.

Although most insects are characterized by the r-strategy, but for those of them who have a stable habitat, just the k-strategy is characteristic. An example is blowflies, whose larvae feed on carrion. In one species of fly, the larvae live in the fluid of the pitcher-like leaves of the carnivorous Sarracenia plant, a more durable habitat than the carrion used by other species. The female of this fly produces only 11 large larvae, while females of related species produce from 50 to 170.

As for locust migrations, one of the assumptions explaining its behavior is precisely a sharp change from k-strategy to r-strategy. The reasons for this may be both within the population and outside it.

What are the main methods used by ecologists to study populations? Describe the concepts of fertility and mortality.

What do survival curves show?

growth curves.

Population fluctuations.

What two types of population strategy are found in nature?

Section 3. ECOLOGICAL COMMUNITIES AND ECOSYSTEMS.

1. What do the concepts of ecosystems, ecological communities, biocenoses, biogeocenoses include ?

The main ecological processes take place in ecological communities. In the ecological literature there are various terms denoting communities of living organisms: biocenosis, ecological community, biogeocenosis, ecosystem. There are many similarities between these terms, but there are some features that should be noted.

A biocenosis or ecological community is a collection of species living in a certain area and the interactions between them.

Biocenosis, therefore, is characterized by certain features, such as species diversity, food web structure, biomass, and productivity.

Ecosystem- the concept is broader than the biocenosis, as it considers the community together with the environment. This concept is largely identical to the concept biogeocenosis, which is often used in Russian literature. And yet, many authors invest in these concepts somewhat different meanings. The fact is that biogeocenosis is a stable community of organisms, and ecosystems can be of both different sizes and different stability. A drop of water is an ecosystem, but it cannot be called a biogeocenosis.

An ecosystem is understood as a set of biological and non-biological factors interacting for a more or less long time, both in natural and artificial conditions.

Biogeocenosis is a historically established natural system of biotic and abiotic environmental factors.

Thus, we can call a meadow, a forest, a swamp, a pond biogeocenoses. But an aquarium, a drop of water, a test tube with microbes growing in it cannot be called biogeocenoses - these are ecosystems.

Ecosystem is a broader concept than the concept of biogeocenosis.

Ecological literature often uses the concept of landscape. A landscape is a rather extensive area of ​​the earth's surface, within which various components of nature, such as rocks, relief, climate, soil water, flora and fauna, form a single whole. The landscape includes a certain set of biogeocenoses. Landscapes are combined into landscape zones.

In ecology, there is such a thing as anthropogenic types of landscapes associated with human activities.

The classification of terrestrial ecosystems is based on the signs of plant communities that form the basis of ecosystems, as well as climatic signs. There are a number of types of ecosystems, such as coniferous forest, mixed forest, rain or tropical forest, steppe, savannah, prairie, lichen tundra and others.

There are usually no clear boundaries between plant communities. And yet, in most cases, ecologists determine these boundaries with sufficient accuracy.

All ecosystems make up a single ecosystem of the Earth, called biosphere.

2.Community structure. Food chains .

Any community of organisms has a certain structure. The community structure is usually understood as the ratio of various groups of organisms that differ in their systematic position, in the role they play in the processes of metabolism and circulation of substances, in their place in the food chain, and so on.

Thus, the community structure includes a number of components, such as species, morphological, and trophic structure.

Species structure of the community includes two concepts species composition and species diversity. Usually in the composition of the community there are few species represented by a large number of individuals and a relatively large number of rare individuals.

The more numerous the species, the more it determines the processes taking place in the community. Some species, called indicator species, indicate the state of the habitat. In many freshwater bodies, for example, crustaceans are indicators.

The second sign indicating the well-being and sustainability of the community is species diversity. The higher the species diversity, the more ecological niches and the greater the possibility of the community adapting to changing environmental conditions.

Another important ecological property of a community is its morphological structure. Morphological structure is its spatial organization.

The concept of morphological structure is more related to phytocenoses, that is, plant communities. The main or dominant forms in plant communities determine its belonging to one or another type of vegetation.

Since species and life forms co-exist, they must still be distinct. This is expressed in the vertical and horizontal division of the plant part of the community into separate elements. The vertical division of phytocenoses is expressed in layering. Usually the forest in the middle lane has 4 - 5 tiers: tree, shrub, herbaceous, lichen or moss, while the tree tier can be divided into two - tall and low trees. Small-tier communities meadow, steppe, swamp have two to three tiers.

Animals, like plants, are also more or less attached to tiers. For example, different types of birds build nests and feed in different tiers - on the ground, in bushes, in tree crowns.

The horizontal division of the community also reflects the heterogeneity of living conditions. This is especially reflected in the structure of the land cover. This phenomenon is called mosaicism.

Trophic structure of the community can be expressed as a phrase "who eats whom". At the heart of any biocenosis are autotrophic organisms. They are capable of converting inorganic substances into organic ones. First of all, these are plants.

Autotrophs in ecology are usually called primary producers, which means producers.

heterotrophic organisms, which use ready-made substances, can be consumers, i.e. consumers and decomposers, i.e. destroyers.

Consumers can feed directly on producers, and then they are called consumers of the first order. If herbivorous animals are eaten by predators, then these latter are second-order consumers.

The chain of transformations would not be closed if there were no living beings that transform organic substances into inorganic ones. These organisms are called decomposers or destroyers. Sometimes a different term is used in environmental literature destructors. The group of decomposers includes bacteria and fungi. They return, so to speak, "to Caesar what is Caesar's." The cycle of substances is closed.

Community productivity. Pyramids of abundance and biomass.

Productivity and cycling largely determine the future of the community.

Productivity depends on two indicators - reproduction and biomass production rate.

Reproduction is the ability of a system to self-update. If reproduction is low, the community dies fairly quickly. Reproduction, however, cannot always be quantified.

Another thing is the rate of biomass production. Here the quantitative aspects are easier to determine. The community production rate is determined by a special indicator - products.

In ecology, production is understood as the total value of the increment of biomass per unit of time.

There are several things to keep in mind when determining the productivity of a community.

First, the production of the community is based on the productivity of autotrophic organisms, producers. It is their biomass that is the limiting factor determining the growth of the biomass of the entire community.

Secondly, production occurs continuously, so in our calculations, we must take into account the number of both surviving and dying individuals during a certain time.

Thirdly, only when the products of a given trophic level cover the nutritional needs of the next level, the ecosystem remains stable. If this is not observed, then the community follows the path of eating away resources.

Fourthly, the production of each subsequent level of productivity must be lower than the previous one.

Products are also divided into primary and secondary.

Primary production is the biomass formed by primary producers. Secondary production is called biomass formed by consumers and decomposers. To a large extent, the state of communities can be judged by following the flows of energy and matter in communities.

The flow of matter and the flow of energy in communities are somewhat different concepts, although they are parallel.

To study the flow of matter in ecosystems, the movement of individual chemical elements is studied. Elements can circulate through an ecosystem almost continuously. Energy is another matter. According to the second law of thermodynamics, it can only be used once. Energy losses at different stages of the ecosystem are inevitable. Thus, the existence of living systems is impossible without a constant supply of energy. In fact, the only source of energy for all life on Earth is the energy of the Sun.

The analysis shows that in the best case, only one twentieth of the solar energy is stored by green plants in the form of biochemical energy, and most of it is lost as heat for evaporation. But the reserves of natural gas, oil, coal are the products of vital activity of organisms! Thus, humanity is completely dependent on the productivity of ecosystems.

All organisms in the community are interconnected by food and energy flows. These relationships are expressed in environmental concepts like a food chain and a pyramid of abundance and biomass.

The amount of energy in each new link in the food chain is steadily falling. First, there are physical causes and, above all, the 2nd law of thermodynamics. Secondly, biochemical losses are also inevitable, since not all substances obtained by heterotrophic organisms are assimilated by them. Finally, thirdly, there is also a purely ecological reason: predators never destroy all the objects of their hunting, as this would lead to their death. Therefore, there are certain quantitative relationships between the various links in the food chains.

The ratio of the abundance or biomass of living organisms occupying different positions in the food chain is called the pyramids of abundance and biomass.

The population pyramid is a quantitative reflection of the density of individuals at each trophic level. The biomass pyramid reflects their biomass in the community.

Pyramids of numbers can be straight and inverted. If the prey reproduction rate is high enough, then even with a sufficiently low biomass, such a population can be a sufficient source for predators with a high biomass but a low reproduction rate. This is the so-called straight pyramid.

If the lower trophic levels have a lower density and biomass than the higher ones, then an inverted pyramid is obtained.

The energy chains of communities are also different. There are two types of such chains: pasture and detrital food chains. The first type of food chain is a sequential series that goes from plants - producers to consumers of different orders. The second type of chains is decomposition chains, where reducers play the leading role.

4. Ecological succession.

Let us now consider the processes occurring in communities that lead to the replacement of one community by another.

The change from one community to another is called ecological succession.

Here is a diagram of a typical terrestrial ecological succession. Initially, plants that make up the primary community, also called pioneer, settle on bare ground. The pioneer community is most often represented by lichens and algae. Only these plants are able to settle almost on bare rock.

As the years go by, there is a gradual accumulation of soil, and the pioneer community is replaced by mosses and ferns, and they are replaced by meadow vegetation, then shrubs, and finally trees. There is a type of community called climax community.

The succession discussed above is called primary succession, as it goes, so to speak, from scratch. But the secondary succession begins where life already existed, but for some reason died, for example, as a result of a fire.

Full succession is called series, and communities that replace each other are called serial communities.

The climax community is dominated by one or more species, called dominant species. Dominant species often have the highest biomass and productivity.

The theory of succession was developed at the beginning of the 20th century. The first version of this theory, called the monoclimax theory, was based on the idea that the main factor influencing the composition of the climax community is climate.

Currently, the theory of succession has undergone significant revision. According to modern ideas, when determining the climax state of a community, it is necessary to take into account various factors.

According to the modern theory of succession, a community is considered to be a real climax if it is stable for a long period of time. This means that the changes taking place in it are relatively slow compared to the time required for succession to pass through to the climax stage.

Succession has some features and, above all, the ecological dominance of one or more species.

At the same time, the concept of dominance cannot be applied, for example, to tropical forests. In such forests, several hundred species of trees can be found in approximately equal numbers.

There is a hypothesis according to which succession must necessarily be accompanied by an increase in the productivity of the community. This hypothesis rather indicates the direction of succession, since the productivity of communities in the later stages of succession increases. At the same time, during the transition of the community to the climax, there is a general decrease in the productivity of the community.

Let us now turn to the question of the duration of succession in time. The duration of succession is apparently determined by the structure of the community. On sand dunes, development follows the scenario of primary succession. The formation of a climax community takes many hundreds of years. Naturally, secondary succession takes less time, but still, it is many decades.

In a harsh climate, succession proceeds faster, since the influence of the community on the physical environment is much lower. Under such conditions, succession can occur within half a century.

The longer the serial stage of succession, the greater the influence of periodic changes and natural disasters on the course of this process.

Yet even climax communities cannot be eternal. Sooner or later, the community ages, just as an individual organism ages, and it is replaced by another community.

What is Community Productivity? By what parameters is it measured?

Talk about food and energy chains in communities.

Pyramids of nutrition and biomass.

What is ecological succession?

Section 4. BIOSPHERE.

Basic biogeochemical functions of the biosphere.

All living organisms living on the planet make up the biosphere or the living shell of the Earth. We still do not know whether the biosphere of our planet is unique or not, and whether there are inhabited worlds in the boundless expanses of space.

The term "biosphere" was introduced into scientific use by the English geologist Eduard Suess. The doctrine of the biosphere, which is the largest philosophical generalization in the field of natural sciences, was created by Academician Vladimir Ivanovich Vernadsky.

In a work that has become a classic, which is called “Biosphere”, Vernadsky defined the biosphere as "a unified system of geological and biological bodies and processes of transformation of energy and matter."

The living substance of the biosphere, as Vernadsky wrote, is the totality of its living organisms. So the boundaries of the biosphere are the boundaries of the spread of life on Earth.

According to Vernadsky, the biosphere is a global ecosystem, which is organized as finely as individual organisms. The living matter of the biosphere performs several important biogeochemical functions: gas, redox, and concentration.

The gas function is carried out mainly by green plants. They use carbon dioxide to synthesize organic substances, and at the same time release oxygen into the atmosphere. The rest of the organic world, and the plants themselves, use oxygen in the process of respiration and thereby replenish supplies. carbon dioxide in the atmosphere. Thanks to the ability of autotrophs to photosynthesis, a huge amount of carbon dioxide was extracted from the ancient atmosphere. The biomass of green plants also increased, and with it the gas composition of the atmosphere changed. All this indicates that living matter is capable of changing the composition of the atmosphere.

So, the gas function of the biosphere is the global influence of living organisms on the Earth's atmosphere.

Closely related to the gas function of living matter redox function. Some microorganisms are directly involved in the oxidation of iron, which led to the formation of sedimentary iron ores, while others reduce sulfates, forming biogenic sulfur deposits. The concentration function is manifested in the ability of living organisms to accumulate various chemical elements. For example, plants such as sedge or horsetail accumulate silicon, but sorrel accumulates iodine. Due to the implementation of the concentration function, living organisms have created deposits of chalk and limestone. Thus, living beings form not only the atmosphere, but also the solid shell of the Earth - lithosphere.

Evolution of the biosphere.

All structural components of the biosphere are connected by the ongoing process of the circulation of substances. Moreover, it should be noted that biogenic cycles or, as Vernadsky called them, biogeochemical cycles, operate both on the scale of one community and on the scale of the entire biosphere.

Throughout its history, the biosphere has experienced several global environmental disasters, as a result of which life on our planet was on the verge, followed by the almost complete destruction of all life.

The rapid development of life in the Cambrian and Ordovician periods was unexpectedly interrupted by the most ancient glaciation in the history of the Earth. This happened approximately 450 million years ago.

On the border of the Paleozoic and Mesozoic eras, a mass extinction of living beings was observed. Scientists explain this by the fact that the accumulated organic remains, which rotted all over the surface of the planet, caused a sharp decrease in the oxygen content in the atmosphere.

At the end of the Cretaceous period, as you well know, dramatic events took place that led to the destruction of many living creatures that dominated the Mesozoic era, including dinosaurs. The causes of this disaster are unknown. The most common version is the collision of the Earth with a large cosmic body, possibly an asteroid.

The glaciation that came at the end of the Tertiary period, about 1.5 million years ago, destroyed almost all the flora and fauna of the Earth. The remains of living creatures of this era have been preserved only in some equatorial regions.

Thus, the stability of the biosphere is relative. The catastrophes that happened in previous eras may be repeated in the future. Moreover, the person in every possible way contributes to this.

The global circulation of substances in the atmosphere takes place over thousands of years. For example, it has been shown that the carbon cycle takes 3000-5000 years. The share of carbon leaving this cycle is negligible - about a hundred millionth of a percent of the total amount of carbon in circulation. But over the entire geological history of the biosphere, about one hundred thousand such emissions have occurred outside the atmosphere, and this has led to the accumulation in the geological past of trillions of tons of fossil organic matter stored in coal, oil, bitumen and other minerals.

So, the mechanism of interaction between the living and the non-living consists in the involvement of inorganic matter in the sphere of life, and then, after a series of transformations, the return of the biotic substance to the abiotic state.

The birth of the biosphere can be regarded as a qualitative leap in the evolution of matter. Prior to its occurrence, the processes of inanimate nature prevailed on the earth's surface.

Living organisms from the moment of their origin have become a powerful geological force, acting for 3.5 billion years. Living beings fully regulate the composition of the gaseous envelope of our planet, the salt composition of the waters of the World Ocean, ensure the circulation of many chemical elements, the use and transformation of solar energy, the formation of soil, oil, coal, sedimentary rocks and other geological deposits.

Finally, the result of the evolution of the biosphere was the emergence of man.

At the same time, completing the conversation about the development of the biosphere, one cannot ignore the fact of some cyclicity in this development. This cyclicity is expressed, first of all, in the patterns of laying minerals. In particular, it is known that the laying of older and newer oil and gas fields are separated from each other by an interval of 176 million years, the same time difference is observed between the laying of hard and brown coal... And what is this amazing figure? This is the time during which our Sun shone together with its satellites - the planets makes a circle around the center of our Galaxy. In other words, it's a Galactic year! Passing along this path, the Earth encounters obstacles that cause cataclysms on it, which is expressed in similar geological processes.

3. Human impact on the biosphere .

Even 30 - 40 years ago, in scientific and political circles, there was a point of view that the biosphere has an ultra-high stability, that the world of living beings is practically inexhaustible. Last years The development of human society and its relationship with the biosphere convince us that this is far from being the case. The industry and agriculture of developed countries have significantly disrupted the water cycle and the associated cycle of chemical elements, polluted the atmosphere that supplies us with oxygen.

Our time, therefore, requires us not only to be aware of the problem, but also to foresee the results of our labor. It's time to realize our responsibility to nature.

Let us now analyze in more detail some of the problems that humanity faces in terms of protecting the biosphere. We list them: the problem of violation of the oxygen balance of the Earth, water pollution, the destruction of fertile soils, the reduction of species diversity.

Violation of the oxygen balance of the Earth is one of the most acute problems facing humanity. At the heart of air saturation with oxygen is the process of photosynthesis carried out by green plants. The oxygen that we breathe, and which is used as an oxidizing agent in the combustion of fossil fuels, was formed during 2-3 thousand years of photosynthetic activity of plants around the world.

From the point of view of maintaining the balance of oxygen on Earth, we cannot be satisfied with the equality between the hectares of felled and planted forests, since the productivity of an adult tree is much higher than the productivity of a seedling. Even now, in a number of industrial countries, the combustion of fuel consumes much more oxygen than is released during photosynthesis.

The humid equatorial forests of Central Africa and South America play a special role in providing the Earth with oxygen. Arnold Newman, a well-known naturalist and ecologist, figuratively called these forests "the lungs of our planet." There are concerns about projects related to the development of these forests and their intensive deforestation. Unfortunately, these projects are already at the implementation stage. The destruction of these forests can cause the death of all mankind. The solution to this problem is more related to economics and politics than to ecology.

The Earth's ozone layer is under threat. The reasons for this are manifold. Deterioration of the ozone layer will again make life on the land of our planet impossible. The renewal of this layer is slow and lasts for thousands of years.

Another problem facing mankind is the problem of clean water. Water is absolutely necessary for the existence of life on Earth.

The purity of water is the result of biogenic processes, that is, the biological treatment of water bodies, both large and small.

The water in Lake Baikal is not clean because about 300 relatively clean rivers flow into it. These rivers carry with them turbidity, suspension, the remains of dead organisms. If it were not for the unique fauna and flora of Baikal, which purify its waters, then the lake, most likely, would be a sump brought into it, that is, “dead water”. Only one unique species of Baikal crustaceans - epishura - filters through its gills a 50-meter thickness of the surface waters of Lake Baikal in a year. And other unique Baikal endemics are responsible for the purity of the deeper layers. All organisms of Lake Baikal are interconnected by thousands of connections and ensure the existence of this unique natural community. Much has been said about the threat of industrial development of the Baikal region, but the danger that we may lose this unique natural phenomenon still exists.

Tangible harm was done to the hydrology of our country during the construction of hydroelectric power stations. The very existence of the great rivers Volga, Yenisei, and Ob was under threat. The Volga suffers especially, where all conceivable norms of water intake for the needs of industry and agriculture are violated.

No less acute problem is the problem of maintaining the fertility of the land. Soil is a product of the vital activity of many tens of thousands of organisms. Our ancestors had not yet left the caves, when, as a result of the interaction of thousands and thousands of microorganisms, fungi, plants and animals, chernozem was being formed.

Our Russian black soil is a unique natural phenomenon. At the First World Exhibition in Paris, along with the Eiffel Tower, in the Russian pavilion, as the greatest miracle of nature, a giant glass cube with Tambov black soil was demonstrated. And now this miracle of nature is under threat. The inept use of fertilizers and pesticides has led to the destruction of soil micro- and macrofauna, which causes soil destruction.

Improper agricultural practices lead to such a phenomenon as erosion. Erosion- this is the washing out or weathering of the most fertile soil layer. It is this phenomenon that is observed in Kazakhstan on the once famous virgin lands.

A great danger to the very existence of life on Earth lies in the reduction of species diversity.

The world's population is constantly growing, currently increasing by 172 people per minute. In connection with the growth of the population, more and more lands are included in human economic activity. This leads to a decrease in space for wild animals and plants, the destruction of their habitats and, ultimately, to a reduction in their numbers and diversity.

According to the International Union for Conservation of Nature, one species or subspecies of vertebrates disappears on Earth every year. Displacing another biological species from life, we lose part of the gene pool of the biosphere. The technosphere cannot replace the biosphere, just as a tape recording of forest noise cannot replace the forest itself. Reservoirs are not equivalent to lakes, and greenhouses are not equivalent to exotic corners of nature. Artificial landscapes are not capable of self-renewal and self-preservation.

True, not all living beings feel bad in anthropogenic habitat conditions. How hordes of rats feel at ease in the sewers of big cities, and cockroaches in our houses, house flies on our tables. But these are exceptions to general rule.

4. Ecological problems and noosphere .

A person must take care of the protection of the biosphere, since this is a task, without solving which he will die himself and destroy life on Earth.

Meanwhile, humanity is busy with completely different problems: wars and politics, the fight against organized crime and terrorism. But all these problems are created by people themselves, all these problems speak of the imperfection of human society. Yes, these are important problems, but they are all nothing compared to the global environmental catastrophe.

Finally, we must be imbued with the main ecological idea expressed by Vernadsky: humanity has become, perhaps, the most powerful ecological factor of our time.

Vernadsky believed in the human mind. He was convinced that man would find a way to maintain the biological balance on the planet. The biosphere, in his opinion, should be transformed into the noosphere - the sphere of the mind, created, first of all, by the development of science. Only man is able to assume the function of managing the ecological development of the planet as a whole. At the same time, the concepts of noosphere and technosphere are different.

Mankind faces several main tasks that it must solve in the coming years: 1) population regulation; 2) fight against environmental pollution; 3) development of a new agricultural strategy; 4) conservation of natural communities.

The ecological situation in the world and the population of our planet are interconnected things. At the same time, the dynamics of population growth leads to some reflections.

The population of the Earth has increased 7 times since 1750, tripled since 1900, and doubled since 1950. By the middle of this century, the population of our planet will reach 9 billion people.

The most unpleasant thing is that population growth occurs primarily at the expense of poor countries. Thus, the solution of demographic problems is impossible without solving the socio-economic problems of the so-called developing countries.

The most important task is also to develop a new strategy for the development of industry and energy, aimed at combating environmental pollution. These tasks are solved quite successfully in developed countries. Here it should be noted the creation of technologies for cleaning harmful emissions and the development of waste-free production technologies. In particular, this made it possible to slow down the destruction of the Earth's ozone layer.

The task of developing new agricultural technologies is being successfully solved. Works on biotechnology are designed to solve the main problem facing agriculture - increasing productivity. This will allow not to increase the area under crops, but at the same time to feed the growing population of the Earth. Trends in the development of agriculture allow us to hope that in the current century the population of the Earth will be provided with food.

The most difficult task is to preserve the natural diversity of our planet.

As already emphasized above, each species has a unique gene pool. In order to survive and not lose valuable properties, he must live in his communities, participate in intraspecific and interspecific struggle. That is why the protection of the world gene pool requires the preservation of not only individual species, but also communities with all the diversity that make up their populations. Preservation of the genetic fund should play a major role in the improvement of cultivated plants and domestic animals. Equally important is the preservation of the gene pool of the most valuable medicinal plants. Meanwhile, these programs require considerable investments.

Solving environmental problems is a global problem of the world economy, politics, fundamental and applied science. Ecology is designed to help in understanding and solving these problems. And then a true noosphere will be created on Earth - the sphere of the mind, leading to the happiness and prosperity of all people. Oh! How good it would be! How wonderful it would be!

What are the biogeochemical functions of the biosphere? Describe the main stages in the evolution of the biosphere. What problems have created the management of man on Earth? What are the immediate environmental challenges facing humanity?

Sample essay topics.

Ecological situation in various districts of the city of Moscow.

Pollution of the oceans and seas.

Global warming and the prospects of mankind.

Alternative energy sources and the ecological situation on Earth.

The death of tropical forests is a threat to all mankind.

Waste problem: solutions.

The impact of the environmental situation on the world economy.

The disappearance of rare species of animals and plants (you can take the history of the death of a particular species).

Global ecological catastrophes in the history of the Earth.

Basalaeva Elena Anatolievna
Guidelines for the environmental education of preschoolers

I am Elena Anatolyevna Basalaeva, I work at the Central Regional Development Center kindergarten No. 18 "Teremok" represent guidelines"The formation of the beginnings ecological culture of preschoolers.

GEF preschool education involves the formation of a general culture of the personality of children, including the values ​​of a healthy lifestyle, the development of social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities. Of great importance in the implementation of this problem is environmental education of children. To date environmental literacy, careful and love relationship to nature have become the key to human survival on our planet. In society, over the past decades, attention to the problems of ecological education of the next generation.

main goal ecological education is the formation ecological cultures - aggregates ecological consciousness, environmental feelings and environmental activities.

Article 58 of the Constitution of the Russian Federation defines environmental the duties of citizens are to preserve nature and the environment, to treat natural resources with care.

The leading teachers of the 19th century V.F. Odoevsky and K.D. Ushinsky believed that acquaintance with native nature should take a leading place in upbringing and education of children. V. F. Odoevsky recommended teachers to use rational methods of education which contribute to the acquisition of knowledge about nature and their application in the practical activities of children.

The most favorable period for solving problems environmental education is the preschool period of childhood. During this period, children can form consciously right attitude to phenomena, objects of animate and inanimate nature.

Target: creating conditions for the formation in children of a scientific-cognitive, emotional-moral, practical-active attitude of children preschool age to the natural world.

The tasks can be found on the slide.

Novelty methodological recommendations is that the content aims to achieve educational effects through the implementation of a system of measures and the possibility of using such methods how game problem-based learning, visual modeling and project activities will significantly increase the effectiveness of teaching children in the field of environmental education. Using these methods is innovative for preschoolers, their use is relevant and very effective.

This experience will be useful for teachers preschool organizations for the formation of beginnings ecological culture.

The principle of differentiation and individualization. This principle provides for taking into account age characteristics.

The principle of an active approach. Speech as a regulator of all mental functions develops in the course of communication in the course of activity.

development principle. This principle provides for simultaneous activity in all directions of development.

The principle of cooperation. Involves recognition of the value of joint

activities of children and adults.

System principle. Activities are planned systematically.

Principle from simple to complex. We start with simple concepts and end with serious conclusions.

For effective work in this area, it is necessary to organize « ecological space» .

Educational ecological the environment is represented by the following centers: (Attachment 1)

"Little Scientist"- (various appliances: scales, magnifying glasses, magnets, microscopes, magnifiers; various vessels, natural materials, medical materials, waste material, etc.

"Corner of nature"- (calendar of nature, model of the calendar of nature, corner of flowers (aesthetically designed; plants are selected and arranged in accordance with their characteristics, plant passports);

"Garden on the windowsill"- (mini-garden (containers for growing seedlings of flower, vegetable crops; seeds of flowers, vegetables and cereals) (tool for watering, loosening, plant care)

"Skilled Hands" - (the center is equipped with tables, easels, open cabinets). Children are offered a variety of materials: for drawing (gouache, pastel, c/pencils, watercolor, brushes); for modeling (plasticine, clay, salt dough); for application (c/paper, non-paper, glue, scissors, stencils). Organize exhibitions of reproductions of famous artists here (by topic, by season) and the works of the children themselves, made in various techniques.

« ecological trail» - (the center is organized on the territory of the kindergarten).

For work pupils Kindergarten provided inventory: (watering cans, buckets, gloves, shovels, rakes, rippers, seedling boxes.)

Working with children to form the beginnings ecological culture

purposefully carried out observations, excursions to nature, fixing perceived in subsequent conversations, reading fiction, lead the children to understand some of the relationships and dependencies in inanimate nature, to understand the dependence of changes in inanimate nature. The ongoing work on the formation of the beginnings ecological culture will be most effective using methods: problem learning, modeling, design method.

Method problem learning (slide with algorithm) helps children independently acquire knowledge, teaches them to independently apply them in solving new cognitive problems.

Method Game problem learning consists in playing game problem situations with children, which stimulate the cognitive activity of children and teach them to independently search for solutions to the problem. Method game problem-based learning allows educational activities turn it into an exciting game, and in the game, as you know, the child develops. In using this method sequence is important. It is necessary to follow the algorithm for solving a problem situation, consisting of five stages:

Formulation of the problem;

Knowledge updating;

Putting forward hypotheses, assumptions;

Verification of the solution;

Introduction to the knowledge system.

There are several types of IEE that successfully solve various educational tasks of familiarizing children with nature.

Problem situations that arise when a teacher deliberately clashes with children's life ideas (or the level of knowledge reached by him) with scientific facts, for the explanation of which they do not have enough knowledge and experience.

Situation 2

Comparison of coniferous and deciduous trees: children know that coniferous trees green all winter, and deciduous trees shed their leaves for the winter.

When reading a story about larch, children find out that larch sheds needles for the winter. Discrepancy between the achieved level of knowledge and the scientific fact.

PS arises: "Are all conifers evergreen?".

It is proposed to compare two trees from coniferous: spruce and larch. We bring to contradiction:

Why is spruce green in winter and summer, and why does larch shed its needles for the winter?

Situation 3

"Why doesn't a cactus wither without water?"

The problem arises in the course of experience and observation of room plants: if you do not water the plant in time, then some begin to lower the leaves, wither, but the cactus does not and does not need frequent watering.

Problem situations that arise when there is a discrepancy between the known and required mode of action, when we encourage children to perform new tasks in the old ways.

Situation 2

On a walk, sculpting Easter cakes from dry sand, dry clay "How to blind the Easter cakes?".

Situation 3

Room care plants: Children are invited to wipe the leaves of ficus and wet violets with a cloth. Since violets have villi on the leaves, it is impossible to wipe with a cloth. How to clean dust from violet leaves?

Problem situations can be created by encouraging children to compare, compare and contrast controversial:

Facts, phenomena

Opinions of scientists, writers, fairy tale characters

opinions themselves preschoolers

Various versions of the texts of works, fairy tales, types of art

Situation 1

"Why are the mittens wet?"

What season is it outside? (winter); - Did we see water on the walk?;

In winter, can we see water on the street?; - Why did our mittens get wet, and where did the water come from if it snows outside?

Problem situations can be created by taking into account and using typical mistakes children or a one-sided approach to phenomena.

Situation 1

When getting acquainted with the desert, the children came to the conclusion “You can’t live in the desert, there is no water there”. We formulate problem: “Is there water in the desert? Is it possible to live in the desert?. Questions may follow “Who lives in the desert? What grows in the desert?

Problem situations can be created by encouraging children to put forward hypotheses, preliminary conclusions and generalizations. The contradiction arises as a result of the clash of different opinions of children, as well as between the assumption put forward and the result of its experimental checks:

Situation 1

"What's faster in the heat will melt: snow or ice?. We deduce hypotheses and test them empirically. There may be a question Why does ice melt faster than snow?

Situation 4

There is a paper butterfly with a torn wing, images around it "sad" colors. Exercise children: express your guesses why the butterfly looks like this and why the flowers "sad".

Usage modeling method(slide)

Example: the slide shows a model that will make it much easier for children to describe the appearance of birds. Using this diagram, the child will easily tell that birds have a beak, the bird's body is covered with feathers, the bird has 2 legs, it can fly and hatch chicks from eggs.

Working with children preschool age allows you to solve the following tasks:

Develops in children mental activity, ingenuity, observation, the ability to compare;

Teaches to isolate the main signs items, classify objects, highlight conflicting properties of an object.

Modeling in kindergarten is a joint activity educator and preschooler aimed at creating and using models. (slide with aquarium)

Modeling is based on the principle of replacing real objects with objects, schematic images, signs. The purpose of modeling in kindergarten is to ensure the successful assimilation of knowledge by children about the features of natural objects, their structure, connections and relationships that exist between them.

Next method - Method of projects(slides from the garden) is for preschoolers innovative, its use is relevant and very effective. It is aimed at developing the personality of the child, his cognitive and creative abilities. Method projects for the child the opportunity to experiment, to synthesize the acquired knowledge. Develop creativity and communication skills, which allows him to successfully adapt to the situation of schooling.

Cooperation with parents

According to the Federal State Educational Standard, one of the leading principles preschool education is cooperation preschool educational organization and family. Complementing each other, by joint efforts they have the opportunity to create the most favorable conditions for the development of the child. One of the tasks ecological- pedagogical activity educator This is parenting education environmental education of children preschool age .

Work in this direction can be carried out in such a way way: create problem situations so that the child finds the answer to them together with the parents by conducting simple elementary experiments, (slide) reading natural history literature, jointly (with children and their parents) go on excursions to the park, (slide) to the reservoirs, go to the forest. After such interesting meetings, parents recommended design mini-books with your children, (slide) listen to the sounds of nature, arrange an exhibition of created mini-books, photo exhibitions in a group, make herbariums. (slide) Invite parents to create with their children, "green pharmacy". To enrich the knowledge of parents on this topic, organize KVN, consultations, joint educational evenings, leisure activities, create a library for parents in the group, a series of booklets, newsletters and reference material so that parents can independently bring up children have a positive attitude towards nature.

I would like to note, in order to identify the level of formation ecological culture in children, it is necessary to conduct conversations with children, organize didactic games, create problem situations, teach modeling, which will contribute to the manifestation of knowledge and respect for nature. Constantly expand at preschoolers horizons, cognitive interest, sensory, observation; learn to establish relationships; discover causal relationships; independently use measurements, models, schemes. And as a result of your work, you get:

Formed cognitive activity of children associated with environmental education;

Children's interest in objects of animate and inanimate nature will increase; children's questions will be cognitive in nature; -

Level up environmental education of children; the attitude of children to nature will change qualitatively.

2017 is declared by the President of the Russian Federation as the Year of Ecology in Russia

“You can’t force people to love nature,

but you can help to love "

N. I. Sladkov.

The current situation in the field of ecology is becoming more and more depressing every year. The condition of soils is deteriorating, water is being polluted, the seas are desalinated, the number of green spaces is decreasing, the level of average temperature leading to the melting of glaciers. The beauty of native nature, the protection and careful use of its wealth is one of the acute problems of mankind at the present time.
In accordance with Decrees of the President of the Russian Federation No. 392 dated August 1, 2015 "On holding the Year of Specially Protected Natural Territories in the Russian Federation" and No. 7 dated January 5, 2016 "On holding the Year of Ecology in the Russian Federation", 2017 was declared the Year of Ecology and Year of Specially Protected Natural Territories in the Russian Federation.
The main tasks to be solved in 2017:
1. Improving the legal framework governing the field of ecology, and the practical application of those amendments that have already been approved by the parliamentary corps;
2. Improvement of environmental performance;
3. Formation of an active citizenship in the field of ecology among citizens of the Russian Federation;
4. Development of the system of reserves in Russia.
Decree of the Government of the Russian Federation of June 2, 2016 No. 1082-r on the approval of the Plan of the main activities for holding the Year of Ecology in 2017.
The document recommends organizing a series of conferences, forums and round tables. All-Russian competitions will be held: among schoolchildren throughout the country, to identify the best employee of nature protection zones, etc. Planned to organize a number of festivals
and rallies, photo exhibitions will be organized, volunteer actions will be held, the work of children's and teenage camps will be organized.
Government Decree Chelyabinsk region“On the Concept for the formation of an ecological culture of the population of the Chelyabinsk region until 2025” was adopted on February 20, 2013 N23-P.
From the Plan for the implementation of the Concept for the formation of an ecological culture of the population of the Chelyabinsk region until 2025:
— Organization of permanent book exhibitions, literature reviews, reader conferences in libraries aimed at environmental education and popularization of knowledge about the environment.
-Replenishment library collections literature on the problems of ecology, environmental protection, sustainable development, health and culture.
— Organization and holding of the Day of Ecological Knowledge (conversations, quizzes, contests for environmental topics) within the framework of the action to preserve and strengthen the health of children and adolescents, holding the Earth Day and Water Day for children during the summer health campaign.
— Organization of environmental actions: “Clean Coast”, “Let's do it”, “Garbage. More. No”, “Green Tram” and others;
— Organization of the competition of projects on environmental protection “Let's save the planet!”
– Organization and holding of competitions for children:
photo contest "My concern is a green planet",
craft competition "I know nature" and "I am a researcher",
competition of drawings, posters and essays dedicated to environmental protection, "Man and Nature".
Libraries play a leading role in the field of environmental education and environmental education of the population. Environmental education is the dissemination of environmental knowledge about environmental safety, a healthy lifestyle, information about the state of the environment and the use of natural resources in order to form an environmental culture in society.
Education of love for nature and the beauty of the surrounding world in the library begins with interior design. You can decorate the library space with plants, flower arrangements. Place flowers on stands, walls and racks. Organize "green corners", where each plant has its own calling card - name, conditions of detention. Such events instill in readers a love for their native nature, for the world around them, so that the beauty of nature penetrates into the soul and heart of a person.
Working with reference and bibliographic apparatus on ecology remains one of the most important links in librarianship: a systematic card file of articles with sections on environmental topics with special sections "Man and Environmental Protection", "Nature and Natural Resources", "Nature Protection".
Readers should be informed about the availability of new literature in the fund through information days held in the library.
Forms of library work within the framework of environmental education can be very diverse, from traditional to creative. They should encourage readers to treat their native nature, the world around them more attentively and more carefully, to study the problems of environmental safety.
The following forms have firmly entered the practice of libraries mass work like weeks and months of ecology, days and hours of environmental information, environmental holidays, tournaments, contests and quizzes. These events contribute to the development of environmental culture among various categories of readers. Conducting discussions, eco-clubs, "round tables", "environmental tribunes", sociological research, ecological marathons forms communication links between readers and librarians, develops the ability to think and analyze.
We recommend using the following forms and names of environmental education activities in your work:
 ecological hike “Along the paths of the native land”;
 eco-project “Green map of the region”;
 eco-excursion "This amazing nature";
 contest of ecological fairy tale “Let's save the planet Earth”;
 environmental campaign "The Mysterious World of Nature";
 Tournament of nature connoisseurs “This land is yours and mine”;
 environmental lesson “Let there always be a clean land”;
 eco-trip “We are all responsible for our planet”;
 ecological hour “Know your native land”;
 virtual ecological expedition “Clean spring in your house”, dedicated to springs;
 ecological marathon “Let's be friends with nature”;
 Bibliopicnik “In the green kingdom – the Forest State”;
 Ecological library darts “Goddess Biologist and Knight of the Green Forest”;
 Guess - the show "With a box and a basket ..." acquaintance with the Red Book
 eco-information " Ecological disasters peace", etc.
The effectiveness of environmental work in a library largely depends not only on the professionalism of a librarian, but also on his personal environmental culture, his energy, initiative, and creativity. It is impossible to engage in environmental work without love for nature, the world around us, people in this world, our readers and our profession.
In libraries in Russia, such an action as a book free market is becoming increasingly popular. Book freemarket (from English freemarket) is a free book fair. Everyone who wants to bring books to the library that they have already read and can give to other readers. This is an opportunity to do a good deed - to give without expecting anything in return, to find what you want and, in the end, to cheer up! To conduct a book free market, you need a library room and several tables on which books are laid out. The book freemarket is a complex event that includes not only “book exchange”, but also other forms of work with readers.
In the Year of Ecology, it is advisable to hold an ecological freemarket (ecofreemarket) called “Give a book about nature a second life”.
Library readers are given the opportunity to exchange books on ecology, bring a book they have read from home and take any book they like with them. Literature on ecology can be divided into topics:
"Ecology: anxieties and hopes", "The world of nature in the world of words", "Protection
natural heritage", "Ecology of the city: reality and prospects",
"Animals near us." Within the framework of the eco-freemarket, the following events are held:
Master class "Plant a flower with your own hands." Those who wish are provided with 2-3 tables, pots of earth, spatulas and flower sprouts. Such a master class contributes to the development of readers' love for living plants, respect and a sense of responsibility for the environment.
Ecoquiz with questions "Let's keep the planet clean." In order to form an ecological culture, broaden their horizons, readers are offered a list of questions on ecology, to which they must give a detailed answer.
List of questions:
1. Who was the first to reproduce the term "ecology" in Russian scientific literature? (I. Mechnikov)
2.What is pollution? (Pollution is the entry of harmful substances into the environment)
3. What is the name of the book that contains a list of rare and endangered animals, plants and fungi? (Red Book)
4. Why is the climate changing? (The reason is the greenhouse effect, a decrease in the water-regulating capabilities of the land, which occurred due to the deforestation of a large area of ​​forests, the drainage of swamps, the construction of cities and roads. The control of water evaporation from the land surface is disrupted.)
5. When did the Chernobyl disaster occur? (April 26, 1986)
6. What is the most important substance on Earth? (Water)
7. Pollution by what substance is dangerous for sea and ocean water? (Oil)
8.What is causing the increase in garbage? (The appearance of disposable tableware, an increase in the number of packaging)
9. What tree is called the symbol of Russia? (Birch)
10. What berry ripens in autumn and is well preserved in winter under snow, being a food source for many forest animals and birds? (Cowberry)
11. Name the unique lake of our country. (Lake Baikal)
12. What should you do after you have rested in the forest? (Extinguish the fire, remove the garbage)
13. Where is the largest reserve located? (In Antarctica)
14. Which sea is dying? (Aral)
15. What plant is called a living traffic light? (Lungwort. Regulates the movement of insects like a traffic light, i.e. changes its color)
Photo-drying “Ecological sketches of the Yemanzhelinsky district”. The theme is the ecological state of the native land. Both beginners and professional photographers can participate in photo-drying. Photos are hung and fixed with special clothespins on a rope. The authors of the photographs indicate their coordinates on them, which helps to establish new contacts. Visitors to the “drying” can take any photo they like as a keepsake.
Ecological scrapbooking (from the English scrap - clipping book - book, literally translated as "book of scraps") Readers are offered pages from books about nature and its inhabitants. From these pages, they can make their own book, take it with them or donate to the library.
"Book Challenge". A challenge is a list of books that is compiled either by the librarian or by the reader himself. These books must be read in a certain time, for example, two months. The list includes: The Red Data Book of Russia; Red Book of the Chelyabinsk region; books about the seasons; books about the forest and its inhabitants; flower books; books about pets and their care; books about natural disasters; books about natural disasters. Those who complete the "book challenge" the fastest will receive the "Most Active Reader" badge.
The library has numerous opportunities for the formation of an ecological culture of the younger generation, a number of which, of course, is headed by a book. Therefore, such a form as book exhibitions, attractively designed, revealing not only the collections of libraries, but also the beauty and richness of the natural world, calling to love and protect it, are also leading in the ecological work of the library:
Book exhibitions, viewings, expositions, reproductions: "Wonders of Nature!", "See, hear, feel nature!", "Take care of nature", "Through the book - love for nature", "Beauty of native nature";
– Exhibition – reflection “Ecological Mosaic”,
– Health exhibition “Nature is a green pharmacy of the human body and soul”,
– Photo exhibition “Colors of native nature”,
- Exhibition of crafts "Autumn Fantasies",
– Exhibition “Environmental press-info”,
– Exhibition – advice to world day health care Good Advice for Your Health.
– Exhibition-presentation “Our guests are four-legged friends”, etc.
Environmental education should instill in people, first of all, knowledge and skills of reasonable communication with nature, improve methods and methods of constructive participation in nature protection and rational nature management. “We must cultivate our garden,” said the great French philosopher and writer Voltaire in his work “Candide”, this phrase could become the motto of environmental education and upbringing. It should be noted, of course, that he had in mind an intellectual, spiritual garden, which every person must cultivate in himself in order to become a person and realize all his possibilities. It is ecological education and enlightenment that should play a major role in the formation of today's Man.
Evening-discussion on the book by V. Astafiev "Tsar-fish"
When holding the event, we recommend using documentaries about the life and work of V.P. Astafiev: “Writers of Russia. Victor
Astafiev (https://www.youtube.com/watch?v=UWi-a6hMlRY); “Everything has its time. With Viktor Astafiev along the Yenisei” (https://www.youtube.com/watch?v=NEoCxz63D9E).
Librarian 1: May 1, 2017 would have marked the 93rd birthday of one of the most famous writers in Russia, Viktor Petrovich Astafyev.
He was born in the village of Ovsyanka near Krasnoyarsk, where he lived for most of his life, without exchanging his small homeland for the capital.
His childhood was an orphan: his father was repressed, his mother drowned. The boy was raised by his grandmother, then he ended up in an orphanage. At school, the future writer manifested the gift of the Word, love for the Word and the Book. Here is how he himself writes about this in the collection “Treasured”, compiled from short novels and excerpts from other works: “... I loved to read; he read indiscriminately and resting everything that fell into his hands, fought over books, even stole them, not considering this a great sin. Ignatiy Dmitrievich Rozhdestvensky, a Siberian poet, taught Russian language and literature at our school, taught lessons in violation of all pedagogical methods and instructions. We loved very much independent work‒ not to write a presentation, not to memorize poetry and prose, but to compose, create by yourself.
Librarian 2: Viktor Petrovich Astafiev went through the war. His wife is also a veteran. Therefore, life without embellishment is well known to him. The most famous are his works written in the genre of "stories in stories" - "The Last Bow", "King-Fish".
The story "King-Fish" describes the life and work of ordinary, poor people on the northern river, who extract fish wealth of great value. Sometimes the writer's narrative is very lofty and beautiful, but side by side with shocking pages that describe a rough, hard life without embellishment.
Librarian 1: In his story, the author stands up for nature, condemns predation and poaching. Sometimes in direct publicistic statements. Sometimes in symbolic scenes. “The deadly confrontation between Ignatich and a handsome sturgeon that got into his savagely well-established net is no longer just another episode in the sad chronicle of local poaching. The fight, in which both the Tsar-fish and its greedy catcher almost died, takes on an alarming meaning. Here it is impossible not to think about the fate of all nature and all mankind.
Viktor Astafiev sympathizes with children, who are often forced to help adults from the age of ten, or even work instead of weak or drinking parents. “Children are our judgment on the world, our mirror, in which conscience, intelligence, honesty, our neatness – everything is blatant.”
Librarian 2: Almost the entire second part of the book is the life story of an ingenuous young man, an eternal hard worker - Akim. His childhood - without a father in a large family - was not easy, and then - not only constant hard work, but also terrible trials, described realistically, but unromantically, as in adventure books.
After all, Akim accomplished a real feat, saving from death, carefully nursing during illness, leading the girl Elya, who had barely died in the forest, to people from the remote taiga. Akim, during his desperate attempts to get to the nearest human habitation with the girl he saved, did not forget to cut off from the wall of the hut that sheltered them, an obscene inscription made by someone. Parting with Elya, he asks to be excused for his "immodest behavior" ("expressed when ..."). Yes, yes, and there was also something like love between Elya and Akim. But it quickly fades away - after all, Elya is “unequal” to the uneducated Akim, and even her soul is vulgarized by her city life, as if she had grown old early.
Librarian 1: Goga Gertsev, the culprit that Elya was in danger, is also satirically portrayed by the writer through his stupidly self-satisfied diary. I wonder who is the author of the "decadent poems" given in the diary? Is it really Astafiev himself?
Issues for discussion:
1. Read the proposed text from Astafiev's work "Tsar-
fish", think about its meaning.
The writer addresses the important problems of human existence - the relationship between man and nature. In the depicted tragic situation, Astafiev is looking for a key to explaining the moral virtues and moral vices of a person, through the attitude to nature, the spiritual value and viability of this person is verified.
2. What artistic means Does the writer convey his attitude to the natural world?
The genre of "King-Fish" is "narration in stories". One of the leading
artistic means of conveying their relationship to the natural world is the use of associations between man and nature. The author in all the stories of the cycle sees man through nature, and nature through man. For this, a variety of metaphors and comparisons are used. Here is one such comparison: “Both the fish and the man were weakening, bleeding. Human blood doesn't clot well in cold water. What kind of blood does a fish have? Also red. Fish. Cold. Yes, and little of it in the fish. Why does she need blood? She lives in the water. She doesn't need to warm up. It is for him, a man, that he needs warmth, he lives on earth.
So why did their paths cross? The king of the river and the king of all nature - on the same trap, in the cold autumn water.
Astafiev considers the relationship between man and nature as kindred, the relationship between mother and child, and thereby achieves the idea of ​​unity, understanding that a person is a part, a child of nature. Nature at critical moments helps a person to realize his sins, even very old ones. Even when the most cautious and decent of poachers, Ignatich, was pulled into the water by a giant fish and turned into a prisoner of his own prey, he recalls his past crimes and perceives what happened to him as a punishment: "The hour of the cross has struck, it's time to account for sins ...".
3. Analyze Ignatich's thoughts. What does he regret and why?
At the moment of being between life and death, Ignatich thinks about
lived, analyzes it, most acutely feels the loss of the spiritual principle that occurred due to the constant pursuit of profit. Because of her, “man was forgotten in man! Greed overwhelmed him!”. Ignatich thinks bitterly about his childhood, which never happened. In class I thought about fishing. He spent only four winters with flour at school, Ignatich regrets that after school he didn’t look into the library, he didn’t take care of his children. They wanted to nominate him for deputies - and they took him away, because he quietly catches fish, all the time in pursuit of profit. They did not save a beautiful girl from the bandits, because they themselves were fishing. Conscience sharpened at a critical moment, when he was on the verge of an abyss.
4. Why did Ignatich's soul feel better when the tsar-fish was freed?
Why does he promise not to tell anyone about her?
It is easier because death has receded. The body has become lighter, because it is no longer
pulled down. "And the soul - from some kind of liberation not yet comprehended by the mind."
Perhaps there was a hope to correct something in your life. Perhaps Ignatich was glad that this magical tsar-fish remained alive, seriously wounded, but furious and untamed.
It was a cruel but instructive meeting for Ignatich with one of
the greatest mysteries of nature. And he decided not to tell anyone about the king fish, so as not to arouse the interest of poachers in it. "Live as long as you can!"
5. What features of the author's narration did you notice?
The author's narrative in this passage often merges with reflections.
hero - Ignatich. Sometimes it is difficult to separate the words of Astafiev himself from
reflections of an enlightening hero, realizing the meaning of life,
responsibility for what they have done. The ability to catch and convey the subtlest shades of the movements of nature is amazing: “Silence! Such silence that you can hear your own soul, compressed into a ball. At times, the story takes on a twist. It should also be noted in the narrative the presence of elements colloquial speech, dialogic structure in the internal monologues of the author and his hero.
Librarian 1: V.P. Astafiev - twice laureate of the State
USSR Prize, independent Triumph Prize, State Prize
Russia. A monument to the writer stands in Krasnoyarsk, his memory is sacredly kept in Ovsyanka, where his house has become a memorial museum. A library built on the initiative of the writer and largely at his expense was opened in the writer's homeland. “It looks much more modest than the nearby Krasnoyarsk hydroelectric power station, but it is also able to imperceptibly, inaudibly give people its special energy, illuminate life with a new light, contribute its precious share to the revival of Russia ...».
Internet sites on ecology

Official website of the Ministry of Ecology of the Chelyabinsk Region http://mineco174.ru
Biodat – save nature together (http://biodat.ru/)
The site contains reference data, textbooks, information about environmental protection activities.
World Conservation Fund wildlife in Russia (http://wwf.ru)
The site contains materials about emergencies in
the field of ecology, as well as critical news about environmental pollution. There are materials about people who have made a great contribution to the protection of wildlife and ecology.
All-Russian Ecological Portal (http://ecoportal.su/)
The site contains environmental news, a catalog of environmental organizations, legal information, and articles.
Ecologists Guild (http://ecoguild.ru/)
Established in 2000, the Guild of Ecologists non-profit partnership brings together leading environmental companies and organizations and closely cooperates with hundreds of companies and organizations in Russia and abroad. The Guild of Ecologists implements environmental projects and programs at the municipal, federal and international levels; coordinates the interaction of participants in the ecological market; provides marketing, information, technical and advertising support and lobbying the interests of member organizations.
Greenpeace Russia (http://www.greenpeace.org)
Greenpeace is an international public environmental organization whose main goal is to achieve a solution to global environmental problems, including by drawing the attention of the public and authorities to them. Today Greenpeace operates in more than 40 countries, including Russia.
Environment ‒ Risk ‒ Health (http://erh.ru/)
The site includes materials on the danger of abnormal climatic phenomena for health, information on cities, publications, a glossary of terms, conference reports, contacts of the organization.
OSEKO (http://oseko.spb.ru/)
The site presents the areas of activity of the public organization, descriptions of training seminars, information about implemented and current projects, methodological manuals.
Website FOREST.ru (http://www.forest.ru/)
The site is dedicated to Russian forests, their protection and use. Here you can find out the point of view of Russian non-governmental environmental organizations (NGOs) on the most important problems of the forests of Russia and neighboring countries, the position of official representatives of government agencies, comments and opinions of scientists. The problems of forests are discussed, various surveys are conducted and a fairly complete review of environmental publications, information on periodicals and mailing lists and materials from them is given.
Center for Environmental Policy of Russia (http://www.ecopolicy.ru/)
The site contains information on expert support of the environmental movement and assistance to authorities in solving environmental problems, information about the organization, information about activities, publications.
Ecoinform (http://ecoinform.ru/)
The site includes information about everything related to ecology and the environment: news, facts, comments, articles, brief information about the agency.
Ecoculture (http://www.ecoculture.ru/)
It is located on the website of the Russian State Youth Library, a project of the All-Russian Library Scientific and Methodological Center for Ecological Culture. Library programs, resources, experience of libraries, news are presented.
Ecological section of the GPNTB website (http://ecology.gpntb.ru/)
Includes: database "Ecology: science and technology", electronic library on ecology, external resources On-line, conferences, ecology in the library world, eco-lessons in the library, ecology news, useful links, people's eco-calendar.

Bibliography:

1. On environmental protection [Text]: feder. Law of January 10, 2002 No. 7-FZ // Collected. legislation Ros. Federation. ‒ 2002. ‒ No. 2. ‒ Art. 133.
2. On holding the Year of Specially Protected Natural Territories in the Russian Federation [Electronic resource]: Decree of the President of the Russian Federation of August 1, 2015 No. 392 // President of Russia: official. website of the President of the Russian Federation. ‒ Moscow, 2014-2016. - (The documents). ‒ Electron. Dan. ‒ Access mode: http://kremlin.ru., free. ‒ Title from the screen, lang. Russian ‒ Retrieved 10.01.2017.
3. On holding the Year of Ecology in the Russian Federation [Electronic resource]: Decree of the President of the Russian Federation dated January 5, 2016 No. 7 // President of Russia: official. website of the President of the Russian Federation. ‒ Moscow, 2014-2016. -(The documents). ‒ Electron. Dan. ‒ Access mode: http://kremlin.ru., free. ‒ Title from the screen, lang. Russian ‒ Retrieved 10.01.2017.
4. A year under the sign of Ecology: libraries and environmental education of the population of the Tambov region [Text]: metod.rec. / Ex. culture and arch. Affairs Tamb. region, Tamb. region universal scientific b-ka them. A. S. Pushkin, scientific method. otd. ; comp. I. S. Tyavkina. ‒ Tambov, 2016. ‒ 24 p.
5. Official website of the Ministry of Ecology of the Chelyabinsk region [Electronic resource]. — Access mode http://mineco174.ru. — Zagl. from the screen. - Checked on 01/10/2017

assistance to students for self-training on the environmental basics of nature management.

The manual includes a short course of lectures, questions for self-control, guidelines for the implementation of the test and essay, options, a brief explanation of the questions, as well as a list of questions for the test and a list of references.

Test questions cover three sections of the course

nature management:

1. Types of anthropogenic impact on the environment;

2. Environmental law;

3. Economic mechanism of nature management.

Introduction …………………………………………………………………….. 5

1. Features of the interaction between society and nature ……………………6

3. Guidelines to perform the control work………….12

Introduction

Guidelines and control tasks for the discipline "Ecological fundamentals of nature management" are designed to implement state requirements for a minimum content and level of training of graduates in the specialties of secondary vocational education. As a result of mastering the discipline program, a distance learning student must:

Have an idea:

On the current state of the environment in Russia;

O global problems ecology;

On the principles of rational nature management;

On the sources of pollution of nature;

On state and public events on ecology and

nature management;

Know:- legal issues of environmental safety.

Starting to perform control tasks, you should study the theoretical material. To improve its assimilation, it is necessary to answer self-control questions.

In accordance with the exemplary program, when studying the discipline, it is necessary to complete one home test.

Homemade test papers may be submitted for verification

electronically to the email address of the educational institution.

In the process of studying the discipline, it is necessary to use not only the recommended literature, but also the emerging new major regulatory documents, regulations relating to environmental safety.

Section 1. Features of the interaction between society and nature.

Topic 1. 1. Environmental potential

The student must:

Have an idea:

On the current state of the environment in Russia and the planet;

On the impact of environmental situations on humans, their forecasting and

prevention;

About planetary environmental problems, about ways to eliminate environmental disasters.

Nature and society.

General and specific features.

Development of the productive forces of society; increase in the mass of substances and materials involved in economic circulation; intentional and unintentional human impact on the conditions of existence. Protection of the biosphere from pollution by emissions of economic activity. Impact of urbanization on the biosphere. The role of the human factor in solving environmental problems.

Scientific - technical progress and nature.

Utilization of household and industrial waste.

Prospects and principles for creating non-destructive nature industries.

Signs of an ecological crisis

Global problems of ecology: destruction of the ozone layer, depletion of energy resources, "greenhouse effect", etc. Ways to solve them.

Guidelines

When studying this topic, the student should develop a personal-active approach to the content, since the responsibility for the existence of future generations lies with each of us, and especially with those who have information about rational and irrational nature management. To make it easier to digest educational material, it is necessary to know the meaning of Russian words and terms of foreign origin, which are very numerous in the literature on ecology. For example: ecology, demography, biosphere, lithosphere, hydrosphere, atmosphere, etc. These concepts were encountered in the study of natural sciences in a secondary school.

The development of the productive forces of society left a negative imprint on nature, the natural habitat of all living things, that is, it had an anthropogenic impact. Disposal of garbage and production waste is the main task of mankind in the field of saving all life on the planet. Scientists of the 19th and early 20th centuries made an important contribution to the conservation of nature in Russia. They talk about it geographical discoveries and advances in biology, soil science and organic chemistry made by N. Przhevalsky, N. Dyuzhev, V. Dokuchaev, N. Butlerov and many other scientists. In 1991, there were 75 reserves in Russia, of which 16 were biosphere reserves, and

as well as the Russian-Finnish reserve "Friendship - 2", but this is extremely insufficient.

Questions for self-control

1. What are the consequences of economic activity in ....? :

Lithosphere;

atmosphere;

Hydrosphere;

Biosphere.

2. What is the danger of pollution?

Chemical;

physical;

Mechanical.

3. How important is nature in your life?

4. What are the features of resource, biological, aesthetic value

nature for man?

5. What is the role of nature in the formation of aesthetic and moral

human culture?

Topic 1.2. Natural resources and rational nature management.

The student must:

Have an idea:

On the relationship between the rational use of natural resources and the ecological balance of the environment. Natural resources and their classification. Problems of the use and reproduction of natural resources, their relationship with the location of production. Food resources of mankind. Problems of nutrition and agricultural production. Problems of preservation of human resources.

Guidelines

Resources - any sources and prerequisites for obtaining the material and spiritual benefits that people need, which can be realized with existing technologies and socio-economic relations. Resources are usually divided into three main groups: material, labor, including intellectual, and natural. Natural resources (NR) are the key concept of nature management.

PR - natural objects and phenomena used in the present, past and future for direct and indirect consumption, to improve the quality of human life.

There is the following classification of PR:

Means of labor: land, canals, rivers, sea routes, water for irrigation;

Energy sources;

Raw materials and starting materials;

Consumables;

Gene pool bank; - sources of information.

Questions for self-control

1. What are "natural resources"?

2. Give examples of natural resources - sources of energy, raw materials, commodities, a gene pool bank or sources of information about the outside world.

3. How and why did consumption of PR change in the second half of this century?

4. What are the environmental consequences of the intensive use of natural resources.

5. What measures are being taken to solve environmental problems in this area?

Topic 1.3. Environmental pollution with toxic and radioactive

substances.

The student must:

Have an idea:

On the classification of pollutants and ways of their impact on humans;

On the environmental consequences of environmental contamination with toxic and radioactive substances.

Biosphere pollution. Anthropogenic and natural pollution. Direct and indirect impact on humans of pollution of the biosphere.

The main pollutants, their classification.

The main ways of migration and accumulation in the biosphere of toxic and radioactive substances. "Green Revolution" and its consequences. Significance and ecological role of the use of fertilizers and pesticides. Ways to eliminate the consequences of contamination with toxic and radioactive substances of the environment. The concept of environmental risk. The main tasks of environmental monitoring are: observation of factors affecting the environment; assessment and forecasting of the state of the environment.

Guidelines

Biosphere - the lower part of the atmosphere, the entire hydrosphere and the upper part of the Earth's lithosphere, inhabited by living organisms, "the area of ​​\u200b\u200bthe existence of living matter" (), in other words - "the living shell of the Earth."

The biosphere is the largest (global) ecosystem of the Earth, the area of ​​systemic interaction between living and bone matter on the planet. The following factors act on living things in the biosphere:

Abiotic - (inanimate nature) light, temperature, humidity, physical

fields, air, soil;

Biotic - from other organisms;

Anthropogenic impacts on nature. Anthropogenic impacts are caused by imperfect, dirty production technologies in industry, agriculture, transport and everyday life. Particularly noteworthy is the pollution of the military-industrial complex and energy. The burning of fossil fuels is accompanied by emissions of carbon dioxide (CO2), the excess of which provokes the greenhouse effect, acid rain, and sulfur dioxide (SO2). Nuclear power plants, the most environmentally friendly, after Chernobyl revealed the acute concern of all mankind. The question arose, what to do with radioactive contamination? In the agricultural sector, mineral fertilizers and pesticides guarantee high productivity, but the violation of the technology for their use causes irreparable damage to the biosphere.

Questions for self-control

1. Which power plants and why affect the global

planetary climate change?

2. Decipher and give definitions: MPC, MPE, MPD, PDN, PDU?

3. Define the following concepts: monitoring, forecasting,

modeling, expertise.

4. Assess the sanitary state of the air, taking into account the summation effect: - phenol and acetone vapors are simultaneously present in the air in concentrations: sphene = 0.008 mg/m3, Сacet = 0.334 mg/m3, corresponding MPC = 0.01 mg/m3, MPC = 0, 35 mg/m3. Choose the correct answer: