CABINET OF UKRAINENATIONAL UNIVERSITY OF LIFE AND ENVIRONMENTAL SCIENCES OF UKRAINE

BIOTECHNOLOGY FACULTY

“ASSERT”

Dean of biotechnology faculty

_____________ J. Kolomiets“____” ______________2012

TEACHING MATERIALSof the discipline

“FUNDAMENTAL CONCEPTS OF BIODIVERSITY”

for specialists preparation in direction 0514 «Biotechnology»in specialty 6.051401 – «Biotechnology»

in agrarian higher education institutesІІІ-ІV accreditation level

Ecobiotechnology and biodiversity department

KYIV-2012

CABINET OF UKRAINENATIONAL UNIVERSITY OF LIFE AND ENVIRONMENTAL SCIENCES OF UKRAINE

BIOTECHNOLOGY FACULTY

“ASSERT”

Dean of biotechnology faculty

_____________ J. Kolomiets“____” ______________2012

TEACHING MATERIALSof the discipline

“FUNDAMENTAL CONCEPTS OF BIODIVERSITY”

Full-time education

for specialists preparation in direction 0514 «Biotechnology»in specialty 6.051401 – «Biotechnology»

in agrarian higher education institutesІІІ-ІV accreditation level

Ecobiotechnology and biodiversity department

Bachelor educational and qualification levelSemester – 3Distribution of hours in semesters:3 semester – 134 hrs.

Amount of weeks - 18Amount of credits ECTS – 3,5Lectures – 34 hrs.Laboratory works - 68 hrs.Individual work – 26 hrs.Guided practice – 17 hrs.Form of test control: examination

KYIV-2012

Work program is made by A. Lihanov, discussed and approved on the session of theecobiotechnology and biodiversity department.

May 22, 2012, protocol № 19

Act. head of ecobiotechnologyand biodiversity department,Cand. Sc. Biology, associated professor O. Klychenko

Work program is approved by Board of Studies of biotechnology facultyprotocol №10 from May 25, 2012.

Head of Board of Studies,associated professor J. Kolomiets

Secretary of Board of Studies from«Biotechnology» direction, associated professor O. Marchenko

Complier: A. Lihanov, Cand. Sc. Biology, associated professor on ecobiotechnology and biodiversity department.

INTRODUCTION to the educational discipline «FUNDAMENTAL CONCEPTS OF

BIODIVERSITY»in specialty 6.051401 – «Biotechnology»

1.1. Place and role of discipline in the system of trainingFundamentals concepts of biodiversity - discipline that reveals potential of

modern analysis methodology for sustainable development and ecosystemfunctioning. The main purpose of the course is mastering the methodology ofquantitative and qualitative assessment of biodiversity, master the techniques ofmodern ecosystems analysis, which are basic in studying population andinterpopulation relationships. Ecosystems biodiversity can serve as a criterion of theirstability, degree measure ecosystem reliability in certain situations. Therefore,biodiversity is directly related to conservation and development of biospheremonitoring systems. One of the components of this is the monitoring of biodiversity.The proposed program takes into account the interdisciplinary connections with othercourses of natural sciences and reflects current knowledge.

1.2. Task of subject’s studyThe program involves the study of main modern ecology and biology

provisions, evolution of living organisms in the biosphere, environmental problemsof nowadays and their solutions. An integral part of the course is to explore someimportant taxonomic groups of living organisms in relation to their role in natural andartificial ecosystems. Course materials and skills acquired by students in thediscipline and execution of the workshop will be used in the performance ofdissertations and projects, and continue with their business activities in industry,business and politics. Develop in students a clear understanding of moderninstrumental methods principles of biological objects and environment investigation,and an opportunity to master the basic knowledge and skills in the use of tools andappliance inside the processes of research and practical work.

1.3. The requirements to knowledge and skills acquired as a result of theSubject studying

As a result of the course "Fundamentals concepts of biodiversity" student mustknow: principles and methods for assessing diversity, the basic idea of the

theoretical foundations of ecology and environmental protection, basics of safetyduring field and laboratory investigations;

be able to: apply ecological research methods in solving typical professionaltasks;

manage: methods of information finding and sharing in the global and localcomputer networks. In studying of subject "Fundamentals concepts of biodiversity "according to curriculum set 34 hours of lecture and 34 hours laboratory work aregiven. In laboratory studies, each student performs individual tasks according to thecurriculum. Control of knowledge and students skills is conducted in the form ofspecific laboratory work, modular tests, assembly workshops. Important form of

studying is independent work of students, which represented structurally complexindividual semester tasks to test student knowledge. Final form of control measure isthe examination

2. Structure of educational subject program «FUNDAMENATAL CONCEPTS OF BIODIVERSITY»

Course for specialistspreparation

Full-time education

Direction, ecobiotechnologyspecialty

Characteristic of educationaldiscipline

Amount of credits ECTS: 3,5

Modules : 3

Meaningful modules: 3

General quantity of hours: 134

Weekly hours: 3

Code and name of discipline0514

BiotechnologyCode and name of specialty

6.051401 Biotechnology

Bachelor degree

Necessary

Year of education: 2

Lectures: 34

Laboratory classes: 34

Type of control: examination

1. Approximate structure and contents of a discipline and approximate distribution of study time, hours

Type of students’educational activity

Module(section, block of modules)

Quantity of hours for certain types of activity and individual workLectur

esLaborato

ryclasses

Practical

works

Semicars

Individual work in all№ Name № Name preparati

on toclasses

individual tasks

1. Teaching activitiesduring theeducational process

MODULE I. CONCEPTUAL ISSUES OF BIODIVERSITY STUDIES1.1. Introduction. The concept of

biodiversity2 2 2 1 7

2.Teaching activitiesduring theeducational process

1.2. Methods of biodiversity studying 2 2 2 1 71.3. Theoretical aspects of biodiversity 2 2 2 1 71.4. Mathematical models describing the

species structure of biologicalcommunity

3 3 2 1 7

1.5. Biodiversity created by human 2 2 2 1 7MODULE ІІ. BIODIVERSITY OF ORGANISMS

2.1. Taxonomy of living organisms 2 2 1 1 62.2. Viruses, their peculiarities and

ecology2 2 2 1 7

2.3. Bacterias and their classification 2 2 2 1 72.4. Archaebacterias: their classification

and peculiarities2 2 1 1 6

2.5. Fungi: classification, ecological andeconomic value

2 2 1 1 6

2.6. Protozoa: classification, ecologicaland economic value

2 2 1 1 6

2.7. Classification of plants, theirecological forms and value

2 2 1 1 6

2.8. Classification of animals, economicalvalue of some systematic groups

2 2 1 1 6

3

Teaching activitiesduring theeducational process

MODULE ІІІ. MONITORING AND BIODIVERSITY CONSERVATION3.1. Regional biodiversity 2 2 2 1 73.2. Technogenic influence on the

biosystems stability2 2 1 1 6

3.3. Ecosystem modeling 2 2 1 1 63.4. Biodiversity monitoring 2 2 2 1 7

General quantity of hours 34 34 26 17 72General quantity from educational discipline 134

THEORETICAL STUDIES (LECTURES)

MODULE I. CONCEPTUAL ISSUES OF BIODIVERSITY STUDIES

1. Introduction. The concept of biodiversity. The history of scientific terms.The concept of species, development of scientific views on species rank, its originand evolution. Speciation and fyletic evolution. Centers of origin and domesticationof species.

2. Methods of biodiversity studying. Study of the morphology and structure ofliving organisms: morphometry, electron and light microscopy. Structure andfunction of plant and bacterial cells. Methods of material fixing, its dehydration,pouring in resin, cutting ultrathin sections, their contrast. Study species abundance.Populations’ genetic study.

3. Theoretical aspects of biodiversity. Properties of living organisms -homeostasis and progressive divergence. Biochemical level of biodiversity. Usingsubstances of secondary metabolism and immunohistochemical studies as a criterionof species relationship. Method of molecular hybridization. Chargaff rule. Geneticlevel of biodiversity. Hardy-Weinberg law and its equation, the terms of itsimplementation. The concept of Chetverikov genetic load. The founder principle andgenetic drift. Value of law for analyzing the reasons, which cause speciation andevolution. Species and ecosystem level of biodiversity. Alapatric and sympatricspeciation. Types of natural selection: directional, stabilizing and disruptive. Wedgephenomena, adaptive radiation and convergent evolution.

4. Mathematical models describing the species structure of biologicalcommunity. Species structure groups. Classic models. Motomuri model. Fisher logrows. Lognormal distribution of Preston. Mc Arthur hypotheses. Current models ofdistribution. Function: total number – total number of species. Types for thedistribution description. Mandatory and parametric indices of biodiversity.

5. Biodiversity created by human. Methods of selection: hybridization,mutagenesis and genetic engineering. Usage of inbreeding, outbreeding and heterosisinbreeding plants and animals. Artificial selection as the basis of selection process, itstypes. Monogenic and polygenic characteristics inheritance. Chemical and radiationmutagenesis as a way of increasing genetic heterogeneity. Poliploiy and other ways toovercome barriers of interbreeding. Environmental characteristics of geneticengineering.

MODULE ІІ. BIODIVERSITY OF ORGANISMS

6. Taxonomy of living organisms. Differences between prokaryotes andeukaryotes. Approaches to taxonomy. The concept of domains, classes, orders,departments, families and others.

7. Viruses, their peculiarities and ecology. The structure of virus.Classification of viruses. Ways of viruses spreading.

8. Bacterias and their classification. Gracilicutes: spirochete, nitrogen-fixinggram-negative bacteria, chlamydiabacterias, photosynthesizing bacterias. Firmicutes:

gram-positive rods and cocci, actinomycetes and Corynebacterium. Tenericutes:mycoplasma, their importance in cell contamination.

9. Archaebacterias: their classification and peculiarities. MethaneArchaebacterias. Extreme halophiles. Extreme thermophiles. Archaebacterias withoutcell walls and bacteria reducing sulfur.

10. Fungi: classification, ecological and economic value. Myxomycetes, theirsystematic position. Eumycota: Chytridiomycetes, Zygomycetes, Ascomycetes,Basidiomycetes, Deuteromycetes. The value of some representatives of "brownie"fungus, ergot, rust and other parasitic species of fungi. Yeast of various classes.

11. Protozoa: classification, ecological and economic value. Class Flagellata(flagella), photosynthetic characteristics and prey species. Class Rhyzopoda, theirecological importance. Class Ciliata (ciliates), structural features and handling.Pyrrhophyta, their structure, symbiotic forms, toxic agents ("red tides").

12. Classification of plants, their ecological forms and value. Lower andhigher plants. Angiosperms and gymnosperms. Parasitic species. Insectivorous plantsand epiphytes. Weeds of Ukraine and their characteristics. Environmental problem ofweed control. Perennial and annual weeds, their biological group. Methods of weedcontrol. Biological diversity of subtropical and tropical fruit plants. Classification andecology of ornamentals. Rare and endangered plants, the problem of reproduction.

13. Classification of animals, economical value of some systematic groups.Invertebrate (coelenterates, sponges, mollusks, arthropods), their classification andcharacteristic. Vertebrate species (fish, reptiles, amphibians, birds and mammals),their classification and characteristic.

MODULE III. MONITORING AND BIODIVERSITY CONSERVATION

14. Regional biodiversity. Species diversity of Ukraine. Rare and endangeredanimals. Analysis of the size and limiting factors, relatively rare species of Ukranianfauna.

15. Technogenic influence on the biosystems stability. The concept ofsustainability and stability. Conditions that determine the biosystems stability. Stagesof forest ecosystems destruction under exogenous influence. Impact of oil spills onmarine biodiversity.

16. Ecosystem modeling. Rank distribution of species structure as a tool for thestudy of groups. Anthropogenic biomes change. Types of human impact onecosystems. Classification of ecosystems on the degree of exposure. Recreationalload as a condition of some altered ecosystems stability. Principles for creatingstable artificial ecosystems (for example, the aquarium). Calculation the biofilterpower and the number of aquatic organisms.

17. Biodiversity monitoring. Indices and models of biodiversity. Global andregional level of biodiversity monitoring. Environmental laws as a basis for planningmeasures. Laws: the necessary diversity of ecosystems, irreversibility of evolution,the uneven development of ecosystem components, the Onsager energy savingprinciple, rules accelerating the evolution and decay processes, Marsha rule and theprinciple of progressive specialization, Tineman biocenotical principles and the

principle of minimum population size, the law impoverishment of living matter inisland populations. CBO classification and their importance in biodiversitymaintaining. The value of zoos and kennels in biodiversity maintaining. Seed andvegetative propagation of plants as the basis for the preservation of rare species.Problems of seed propagation associated with the storage and preparation of seeds forsowing. Similarities, its change during storage. Natural and artificial methods ofvegetative plants propagation. The value of obtaining grafted material.

ORIENTED SUBJECTS OF LABORATORY CLASSES

During laboratory classes, students reinforce their theoretical knowledge onlectures in studying the morphology and structure of living organisms, performancingcomputational work, environmental forecasting and design, made in working groups.In addition, seminars and conferences on problematic category topics studentsactively discussing global and regional problems of Earth and Environmentbiodiversity reducing. Three classes devoted to the knowledge and skills ratingcontrol of students.

MODULE I. CONCEPTUAL ISSUES OF BIODIVERSITY STUDIES

1. Studying of electronic images of plant cells.2. Classification and identification of fungi and protozoa.3. Studying weeds. Agrobiological classification of weeds.4. Calculation of biodiversity indices. Plotting abundant species.5. CBO structures for biodiversity conservation.

MODULE ІІ. BIODIVERSITY OF ORGANISMS

6. Studying of inheritance laws of dominant and recessive traits, learning types ofmutations.7. Studying of Reimers views on the ecosystems stability.8. Investigation methods of cyanobacteria.9. Microbial diversity investigation of natural ecosystems edaphotops.10. Investigation methods of mushrooms.11. Methods of simple organisms studying.12. Determination of plants classification in environmental indices.13. Methods for studying composition species of insects in natural biocenoses.

MODULE III. MONITORING AND BIODIVERSITY CONSERVATION

14. Defining dominance indexes.15. Determining the level of anthropogenic impact on natural ecosystems.16. Simulation of simple processes in natural ecosystems.17. Treatment of primary data by using specialized software.

INDIVIDUAL WORK OF STUDENTS

MODULE I. CONCEPTUAL ISSUES OF BIODIVERSITY STUDIES

1. Studying of electronic images of plant cells.2. Classification and identification of fungi and protozoa.3. Studying weeds. Agrobiological classification of weeds.4. Calculation of biodiversity indices. Plotting abundant species.5. CBO structures for biodiversity conservation.

MODULE ІІ. BIODIVERSITY OF ORGANISMS

6. Studying of inheritance laws of dominant and recessive traits, learning types ofmutations.7. Studying of Reimers views on the ecosystems stability.8. Preparation of seed crops collections. Preparations for the conference"Environmental value selection" tabulation differences.9. Classification and identification of viruses and bacteria. Pathogenic species ofmicroorganisms. Sketching the main types of plant viruses in album.10. Preparation of classification table in the album.11. Living forms of plants.12. Making the album table "Agrobiological classification of weeds"13. Studying of ornamental plants assortment o open and protected ground.14. Compilation of album-classification table "Types of fruits and seedballs"

MODULE III. MONITORING AND BIODIVERSITY CONSERVATION

15. Preparation of Workshop "Rare plants of Kyiv Region"16. Preparation for seminars. Classification and importance of birds, rodentsecological significance. Preparation to the third rating control.17. Familiarization with specialized computer programs.

TOPICS FOR ESSAYS

1. Insects, their structural features and behavior, the importance of biospheresystematic to the economy.2. Amphibians, their characteristics and ecological significance.3. Reptiles, their importance in ecosystems, rare and endangered species.4. Carnivorous birds, the factors limiting their number.5. Waterfowl bird species and their conservation.6. Insectivorous birds of Ukraine.7. Migrating species of birds, mammals, peculiarities of their preservation.8. Migrating species of birds in Ukraine, factors limiting their number.9. Bats, their ecological importance.10. Role of kennels and zoos in maintaining of nature biodiversity.

11. The role of botanic gardens in conservation of rare plant species.12. Extinct species, analysis of the extinction causes.13. Ecological problems of genetic engineering.14. Environmental risk of the selection process. Inbreeding and outbreeding in crop.

ORIENTED DISTRIBUTION OF POINTS, WHICH ASSIGNED TO STUDENTST

ype

of c

ontr

ol

Module Theme

Educationalsessions

(preparationand execution)

Execution ofindividual tasks

Modulecontrol Total

points

Cur

rent

con

trol

1

1. 1 1 1 32. 1 1 1 33. 1 1 1 34. 1 1 1 35. 1 1 1 3

Total for module 1. 5 5 5 15

2

6. 2 1 2 57. 2 1 2 58. 2 1 2 59. 2 1 2 510. 2 1 2 511. 2 1 2 512. 2 1 2 513. 2 1 2 5

Total for module 2. 16 8 16 40

3

14. 1 1 2 415. 1 1 2 416. 1 1 1 317. 1 1 2 4

Total for module 3. 4 4 7 15Total for current

control*25 17 28 70

Final control (differentiated test, exam) 30Total 100

* maximum possible quantity of points

CRITERIA FOR KNOWLEDGE AND SKILLS EVALUATION OFSTUDENTS

Control of knowledge and skills of students (current and final) from thediscipline is performed according to thecredit-modular system of educational process.Raiting of student is defined in 100 point scale. It consists of academic work raitingfor assessment of is assigned 70 points, and raiting for attestaion (exam) - 30 points.

Criteria in evaluation level of knowledge on laboratory classes, seminars andworkshops. On laboratory studies each student in each subject performs individualtask. Level of knowledge is estimated: "excellent" - student gives exhaustive,theoretically and practically right answers no less than on 90% of questions, solvetasks and laboratory exercises demonstrating knowledge of textbooks, manuals,protocols, makes a generalization and conclusions, neatly formalizes the task, waspresent on lectures, has conspectus of lectures or abstracts of the main course themes;"good" - when a student possesses knowledge of the material, but allows minor errorsin terms formation, categories and calculations, but with help of a teacher quicklyorients and finds right answers, was presence on lectures, has conspectus of lecturesor abstracts of the main course themes; "passing" - the student gives the correctanswer not less than in 60% of all question, or gives not reasonable enough answerson all question, admits a lot of errors, which are corrected by teacher. In this casetakes into account the presence of conspectus; “ungraded with the possibility of re-drafting” - when a student gives the correct answer in not less than 35% of allquestions gives not reasonable enough answers on all question, admits errors, whichpartially corrects with teacher. Has partial conspectus of lectures.

The final rate in discipline. It is the amount of rating points obtained forparticular forms of educational activity: current and final testing. The final mark isassigned after a complete learning a discipline which is derived as the sum ofintermediate estimates for modules. The final estimation of the knowledge levelconsists of ranking for academic work which is assigned 70 points, and ranking forcertification (exam) - 30 points.

KNOWLEDGE AND SKILLS ASSESSMENT SCALE OF STUDENTS

Nationalgrade

ECTSgrade

ECTSdetermination

Quantity ofpoints fromdiscipline

Excellent A Excellent – excellentimplementation only withnegligeable mistakes

≥ 90

Good B Very good – above than averagelevel with a few mistakes 82-89

C Good – in general correct workwith certain amount of mistakes 75-81

Passing D Passing – not bad, but with ameasurable quantity of mistakes 66-74

E Enough – implementationsatisfies minimum criteria 60-65

Ungraded FX Ungraded – it is needed to workbefore getting positive grade 35-59

F Ungraded – the serious work isnecessary < 35

НУБіП України

NATIONAL UNIVERSITY OF LIFE AND ENVIRONMENTAL SCIENCES OF UKRAINE SRI of crop husbandry, ecology and biotechnologiesSRC of biotechnologies,

Department of ecobiotechnology and biodiversity(10.02.01)

Ф-7.5-2.1.8-05

„ASSERT”Dean of Biotechnology Faculty____________ A.P. J. Kolomiets„____” _________________ 2012

Course “FUNDAMENTAL CONCEPTS OFBIODIVERSITY”

Lectures 34 h.Laboratory works 68 h.Individual work of students 26 h.Guided work 17 h.Total 134 h.Credits 3,5

CALENDAR PLAN OF EDUCATIONAL CLASSESfrom discipline “FUNDAMENTAL CONCEPTS OF BIODIVERSITY”

for specialists preparation from direction 0514 „Biotechnology”from specialty 6.051401 „Biotechnology”

full-time education on the third semester 2012-2013 academic year

№ WeekTYPE AND CONTENT OF LESSON Current control

of knowledge

Lectures h. Laboratory (practical,seminars) works h. Individual work h. Literature № of

module Points

1. 1 Introduction2

Studying of electronicimages of plant cells. 2

Studying of electronicimages of plant cells. 2

1,41 5

2. 2Methods of biodiversitystudying 2

Classification andidentification of fungi andprotozoa.

2Classification andidentification of fungi andprotozoa.

2 2,3 1 5

3. 3Theoretical aspects ofbiodiversity 2

Studying weeds.Agrobiological classificationof weeds.

2Studying weeds.Agrobiological classificationof weeds.

2 7 1 10

4. 4

Mathematical modelsdescribing the speciesstructure of biologicalcommunity

3Calculation of biodiversityindices. Plotting abundantspecies. 3

Calculation of biodiversityindices. Plotting abundantspecies. 2 1, 12 1 5

5. 5 Biodiversity created byhuman

2 CBO structures forbiodiversity conservation. 2 CBO structures for

biodiversity conservation. 2 7 1 10

6. 6Systematic of livingorganisms

2 Studying of inheritance lawsof dominant and recessivetraits, learning types of

3Скласти альбом основнихвидів вірусів рослин 2 2,3 2 10

mutations.

7. 7

Viruses, their peculiaritiesand ecology 2

Studying of Reimers viewson the ecosystems stability. 2

Studying of inheritance lawsof dominant and recessivetraits, learning types ofmutations.

2 2,3 2 10

8. 8 Bacterias and theirclassification 2

Investigation methods ofcyanobacteria. 2 Studying of Reimers views

on the ecosystems stability. 1 2,3 2 10

9. 9

Archaebacterias: theirclassification andpeculiarities

2Microbial diversityinvestigation of naturalecosystems edaphotops. 2

Preparation of seed cropscollections. Preparations forthe conference"Environmental valueselection" tabulationdifferences.

1 7 2 5

10. 10

Fungi: classification,ecological and economicvalue

2Investigation methods ofmushrooms. 2

Classification andidentification of viruses andbacteria. Pathogenic speciesof microorganisms.Sketching the main types ofplant viruses in album.

1 2 2 5

11. 11Protozoa: classification,ecological and economicvalue

2 Methods of simpleorganisms studying.

2 Preparation of classificationtable in the album. 1 2 2 5

12. 12Classification of plants,their ecological forms andvalue

2 Determination of plantsclassification inenvironmental indices.

2 Living forms of plants.1 3 2 10

13. 13Classification of animals,economical value of somesystematic groups

2Methods for studyingcomposition species ofinsects in natural biocenoses

2Making the album table"Agrobiologicalclassification of weeds"

1 3 2 5

14. 14Regional biodiversity

2Defining dominance indexes.

2Studying of ornamentalplants assortment o openand protected ground.

1 3 3 5

15. 15Technogenic influence onthe biosystems stability 2

Determining the level ofanthropogenic impact onnatural ecosystems.

2Preparation of Workshop"Rare plants of KyivRegion"

1 1, 4, 5 3 10

16. 16

Ecosystem modeling2

Simulation of simpleprocesses in naturalecosystems.

2Preparation for seminars.Classification andimportance of birds, rodentsecological significance.Preparation to the thirdrating control.

1 2, 4 3 5

17. 17Biodiversity monitoring 2 Treatment of primary data

by using specializedsoftware.

2 Familiarization withspecialized computerprograms.

1 5 3 10

Maximum rating: 100 points.Approximate criteria for evaluating knowledgedepended on gained quantity of points from themaximum possible in %:"Excellent" – 95 – 100 %"Good" – 80 – 94 %"Passing" – 65 – 79 %"Ungraded" – less than 64 %

Obligate literature:1. Воронов А.Г. Биогеография с основами экологии. М., МГУ, 1987.2. Гиряров А.М. Популяционная экология. М., Изд. МГУ, 1990.3. Горышева Т.К. Экология растений.- М.- 1979.4. Реймерс Н.Ф. Природопользование. М., 1990.5. Реймерс Н.Ф. и др. Словарь терминов и понятий, связанных с охраной живой природы.М., Наука, 1982.

Lecturer that teaches the discipline ___________ A. Lihanox Head of department ____________ O. Klyachenko (signature) (signature)Results of calendar plan check ________________________________________________________________

НУБіП України Ф-7.5-2.1.8-03

COORDINATION PROTOCOLof the work educational discipline program

“FUNDAMENTAL CONCEPTS OF BIODIVERSITY”With other disciplines of specialty 6.051401 „Biotechnology”

Discipline and itssections, which prefaces

discipline studying

Surname, initials, sciencedegree and academic rank,

which covers previousdiscipline

SignatureDiscipline and its

sections, which prefacesdiscipline studying

Surname, initials, sciencedegree and academic rank,

which covers previousdiscipline

Signature

Botanics Plant biotechnology

Organic chemistry Cytology

Genetics .

Head of Board of Academicsof biotechnology department ______________ A.P. J. Kolomiets

НУБіП України Ф-7.5-2.1.8-04FLOW CHART OF DISCIPLINE TEACHING

“FUNDAMENTAL CONCEPTS OF BIODIVERSITY”

Number ofmodule Discipline

chapter Theme of lectureTheme of laboratory (practical)

workForm of

knowledgecontrol

1 Concepts ofbiodiversity

Introduction Studying of electronic images ofplant cells.

test

1 Methods of biodiversitystudying

Classification and identification offungi and protozoa.

recitation

1 Theoretical aspects ofbiodiversity

Studying weeds. Agrobiologicalclassification of weeds.

test

1 Mathematical modelsdescribing the speciesstructure of biologicalcommunity

Calculation of biodiversity indices.Plotting abundant species.

individualtask

1 Biodiversity created byhuman

CBO structures for biodiversityconservation.

test

2

Biodiversity oforganisms

Systematic of livingorganisms

Studying of inheritance laws ofdominant and recessive traits,learning types of mutations.

test

2 Viruses, their peculiaritiesand ecology

Studying of Reimers views on theecosystems stability.

test

2 Bacterias and theirclassification

Investigation methods ofcyanobacteria.

test

2 Archaebacterias: theirclassification andpeculiarities

Microbial diversity investigation ofnatural ecosystems edaphotops.

individualtask

2 Fungi: classification,ecological and economicvalue

Investigation methods ofmushrooms.

test

2 Protozoa: classification,ecological and economicvalue

Methods of simple organismsstudying.

test

2 Classification of plants,their ecological forms andvalue

Determination of plantsclassification in environmentalindices.

recitation

2 Classification of animals,economical value of somesystematic groups

Methods for studying compositionspecies of insects in naturalbiocenoses

test

3

Monitoring andpreservation ofbiodiversity

Regional biodiversity Defining dominance indexes. individualtask

3 Technogenic influence onthe biosystems stability

Determining the level ofanthropogenic impact on naturalecosystems.

individualtask

3 Ecosystem modeling Simulation of simple processes innatural ecosystems.

individualtask

3 Biodiversity monitoring Treatment of primary data by usingspecialized software. test

THE LIST OF RECOMMENDED LITERATURE

1. Абрамов А. Тайны природы: загадочные животные. – М.: Белый город,2. 2000 – 47 с.3. Баккал С.Н. и др. Редкие животные нашей страны. Л., Наука, 1989.4. Биология. Большой энциклопедический словарь. М., Большая Российская

энциклопедия, 1998.5. Брылов С.А. и др. Охрана окружаущей среды. М., Высшая школа, 1985.6. Васильев П.Г. идр. Заповедники СССр. М., Просвещение, 1983.7. Велирак Флоранс. Атлас природы: пер. с фр. – Смоленск: Русич, 1998 –

94с.8. Верзилин Н.Н., Белоусова Л.С. и др. Редкие растения СССр. М., Лесная

промышленность, 1979.9. Воронов А.Г. Биогеография с основами экологии. М., МГУ, 1987.10. Гиряров А.М. Популяционная экология. М., Изд. МГУ, 1990.11. Горышева Т.К. Экология растений.- М.- 1979.12. Горчаковский П.Л. Реликтовая степная растительность Ильменских гор

на Южном Урале. Институт экологии растений и животных. –Екатеринбург: Гощицкий, 2004 – 119с.

13. Горчаковский П.Л. Фиторазнообразие Ильменского заповедника всистеме охраны и мониторинга. Институт экологии растений и животных.– Екатеринбург: Гощицкий, 2005 – 191с.

14. Кондрашова Л. Динозавры: полная энциклопедия: пер. с англ. – М.:ЭКСМО, 2004 – 256с.

15. Константинов В.М. Охрана природы. М., Изд-во "Академия", 2000.16. Красная книга СССР / в 2-х т. М., Лесная промышленность, 1984.17. Кузьмин Л.Л., Пустоханов В.В. Животные, подлежащие охране на

территории Владимирской области. Ч.1. Насекомые. Владимир, ВООп,1994.

18. Кузьмин Л.Л., Пустоханов В.В. Животные, подлежащие охране натерритории Владимирской области. Ч.2. Позвоночные. Владимир, ВООП,1998.

19. Кузьмин Л.Л., Пустоханов В.В., Авдонина А.М., Баранов С.Г. Словарь -справочник по эколого-природоохраннымдисциплинам. Владимир,ВГПУ,2000.

20. Кузьмин Л.Л., Пустоханов В.В. Проверочные задания по экологии иохране природы.

21. Лапин П.И. Древесные растения в природе и культуре. – М.: Наука, 1983– 223с.

22. Лебедева Н.В., Дроздов Н.Н., Криволуцкий Д.А. Биологическоеразнообразие. – М.: ВЛАДОС, 2004 – 432с.

23. Михеев А.В. и др. Охрана природы. М., Просвещение, 1981.24. Наумов Н.П. Экология животных. М., Высшая школа, 1963.25. Реймерс Н.Ф. Природопользование. М., 1990.

26. Реймерс Н.Ф. и др. Словарь терминов и понятий, связанных с охранойживой природы. М., Наука, 1982.

27. Руденко Т.А. Большая энциклопедия животных. – М.: Олма – пресс, 2000– 379с.

28. Серегин П.А., Есякова Г.В. Охраняемые природные территорииВладимирской области. Владимир, ВООП, 1994.

29. Снакин В.В. Экология и природопользование в России/Энциклопедический словарь.- Москва: Академия, 2008- 816 с.

30. Сысоев Н.Д. Природа нашего края / о растительном и животном миреВладимирской области. 2-е изд. - Ярославль: 1969 – 120с.

31. Дж. Хоулт, Н. Криг, П. Снит, Дж. Стейли. Определитель бактерийБерджи: справочник, пер. с англ. – М.: Мир, 1997 – 430с.

32. Яхонтов В.В. Экология насекомых. М., Высшая школа, 1969.

Tasks for the student’s individual workTask № 1. Point out from which moment logic of thoughts has become mistaken:

A) The greater number consuments, especially in the ecosystem accumulatesdetritus

B) The greater the amount of detritus, the stronger breed decomposers andsaprotrophs,

C) The higher the number of decomposers and saprotrophs, the more multiplymoles and shrews, which is the Consumer.

D) Thus, the ecosystem does not need producers because consuments providethemselves with energy.

Analysis of task: Incorrect the last conclusion "D" (1 point), because the most ofconsuments from position "A" should be herbivorous. Otherwise, without recievingnew solar energy in ecosystem with every new turnover the most of energy (90%)will be dissipated as heat, and energy stocks of ecosystems reach zero. If a studentmisses this point and agrees with it, he gets up with the wrong conclusion, althoughall of the following statements are absolutely correct.In another variant of the test tasks used, which in the course of further considerationswedge new false facts. In this case, the decision test student shall declare all thewrong moments of reflection. Logically correct, but essentially absurd conclusionsnot containing themselves additional incorrect information to indicate the response isnot required:

Task № 2. Specify false key moments in the following considerations:

A) According to the rule of "10 percent" only one tenth of the previous trophiclevel energy is transferred to consumers and the energy stored in the form oforganic matter.

B) The last 90% of energy scattered in space as heat.C) So the more trophic levels and links in the food chain, the warmer climate in

this ecosystem.D) So, global warming of the atmosphere associated mainly with a large number

of organisms on the planet.

Analysis of task: Invalid position "C" because the amount of heat that is separated,affects not only the number of organisms, but their biomass. Conclusion "D" is alsoincorrect, as the share of heat is comparable small if to compare with the influence oftransport and industry. Answers "C, D" - 2 points. The resulting amount of pointsshould be reduced at the instruction of the faithful facts as false assertions andconclusions logically faithful as false (-1 point). Thus, with significant gaps inknowledge student can get even a negative evaluation. In the third variant of the task(that is approaching according to specific to the formulation of problematical tasks)The student must additionally prove his answer at the end of the task:

Task №3. Enter the key moments in the next false argument and justify yourdecision:

A) the less nitrogen in the soil, the greater is need to apply fertilizer;B) large amount of fertilizer, even if applied with a small portions, resulting in the

destruction of beneficial microorganisms;C) dying microorganisms during biodestruction relieve toxic for plants substances

and plants die;D) when plants die, chafers grubs are intensively reproduce and destroy all the

forests in the district.

Analysis of task: In this example, the false statement is in the middle of thiught(point "B"), because nitrogen is a biogenic element and is required not only by plantsbut also microorganisms. This is the first wrong moment! Then the followingincorrect conclusions and the statement are added: "B" as "corpse gases" are mostlyaffect animals, "D" - completely wrong conclusion that, however, is based on anadditional error (chafers grubs are not saprotrophs). Answers "B, C, D" - 3 points.Such logical tests are most applicable to areas of knowledge where the error isfraught with serious and even catastrophic consequences (medicine and ecology) andcan therefore be the basis for the knowledge test in bachelors in "Ecology and NaturalBiodiversity." These tasks illustrate the danger of both full and partial lack ofstudents’ knowledge on the subject, show the need to check contradictory facts,especially derived from questionable sources (periodicals, fiction, internet sites). As aresult, in this example the student is assures that:

1) incorrect background always lead to completely misrtaken conclusions;2) progress of initially correct thinking can be broken at any moment with

absence of deep knowledge of the subject;3) conclusion may be mistaken if the student does not manage terminology.

These test items are especially useful for complex knowledge control inspecialized disciplines. In this case, one task includes information on a varietyof disciplines (eg, ecology, plant and soil science, in combination withquestions on Biodiversity and Landscape).

Task № 4.

A) potassium is required for disclosing the stomata of plants (plant ecology);B) intensive gas exchange in the leaves is provided at maximum stomata cracks

opening (plant ecology);C) gas exchange is directly related to the performance of all plants, even weeds

(general ecology);D) The more powerful weeds grow, the more they shade crop plants (biodiversity);E) So in all ecosystems of potash fertilizers applying cause irreparable harm to useful

plants (landscape science).

Analysis of task: Incorrect conclusion ("E"), because the creation of favorableconditions affects all plants and more rapid development of weeds caused instabilityartificial ecosystems - agrocenosises.

Task № 5.

A) high growth speed of 3-4 plants require increased amounts of soil nitrogen andphosphorus (biodiversity and ecology of plants);

B) nitrate and phosphate fertilizers are physiologically alkaline compounds(Geosciences);

C) soil degradation leads to a transition of iron ions in the form which is notavailable for plants (soil science);

D) iron causes chlorosis of leaves, strong deoxidation of soil leads to discolorationof leaves (plant ecology and chemistry);

E) so the best fertilizers are harmful for 3-4 plants.

Analysis of task: Invalid position "B" (1 point) because ammonia forms of nitrogenare physiologically acidic and it is best to use in this case. Absurd conclusion in thiscase does not in itself contain additional false information and is based only on theprevious error.Thus, the logical tests to detect depth knowledge of classical forms ahead of testcontrol (job relevance, the sequence and open test tasks). Variant of the followingreasoning on classification closest costs for staging problematic tasks and can bewidely used for interim monitoring and detection depth of knowledge in a modularunit of study.

6.2. Quick survey of students ("brainstorming").Traditionally, given on the task time is 10-15 minutes, which provides completecoverage of the issue with the analysis of examples. This form is identical answerscriterion to exam questions and result-rating examination at the end of course.However, it is important and easy control in possession terminology. Especiallyduring the current tests in streaming audiences extremely difficult to deal withstudents "cheat sheets" and synopses, with the cribbing of correct answers from eachother. Therefore, it is advisable to increase the number of control surveys to 10 ormore and reduce the execution time of each task to 1-2 minutes, for which studentmust correctly convey the meaning of the term. Check this reference work is simpler,because the correct answer is worth 1 point, and the absence of a definition or falseanswer – 0 points. If required for incomplete or inaccurate answer the teacher cangive 0.5 points.Option when definition scores teacher and students can only write the name of theterm, although admits reduction of execution time (up to 0.5 minutes), but does notgive an objective assessment, so that students easily share correct answers than theprevious case.

6.3. Gradual solution of control tasks of several levels of difficulty. In some cases,larger written survey of students conducts a long time (2 hours) psychologicallyperceived negatively by the most students. Approximately from the middle of lessonin the audience conversations starts, attention of audience falls and in this noise evenstudent who knows material can give inaccurate answers. The situation can becorrected by adding the element of dynamics, breaking control questions by levels ofdifficulty or logic survey. For example, initially knowledge of concepts is tested? Onthe second – knowledge of digital material and on the third solves tasks or tests. Evensimple realization that one or more phases have already completed, mobilizingaudiences to completion in testing. Such survey can be done in several ways.

6.4. The task of finding mistakes.There is a simpler version of control and allows only the analysis of the certainstatements truth, with optional error correction provisions. However, finding mistakesshould not turn into an end in itself, so the total weight of the proposals must alsoinclude a fully correct expression.

6.5. System issues on the "Fundamentals of biodiversity."

Unfortunately, many students in preparation for the final control of the material studyonly by given question. As a result, student has only a mosaic, not related to eachother, knowledge. Additional questions on the exam should touch system knowledge,check their managing. This form of knowledge control can be used not only on theexam, the final test or control work, but during current survey.

Example №1. Describe several different definitions of the evolutionary processusing concepts of discipline "Fundamental concepts of biodiversity".- the combination of adaptive radiation and convergent evolution;- the consistent flow of living organisms bifurcation points;- the combination of phylogenesis and speciation.

Example №2. How does the apoptosis and paranecrosis influence on theevolution?These processes accelerate its progress, so that leads to a rapid change of generations.

Example №3. Is it kept within the law of Hardy-Weinberg about weed? (If yes,then for what group?)In the best case to ruderal of annual weeds, which haven’t been destroyed.

Example №4. To which group of plants in general casus high levels ofbiochemical diversity is necessary, and in individual terms - objectionable?Herbs should be varied according to medicinal substances, but for ease of thesesubstances extraction should not contain isomeric forms poorly separated forms.

Example №5. What groups of organisms through apoptosis quickly adapt tochanging environmental conditions?Bacteria, insects and other organisms with short life cycle.

Example №6. For which groups of organisms availability of genetic load leads,usually, to the extinction of species?Liquid few species that have adverse mutations previously hidden in heterozygotes(genetic load) occur and lead to death of the individuals.

System questions to issue final rating control №1

1. How does the point of the body development call, when rules of Chargaff are notkept?2. Give examples of insular populations, which looks like ring or its fragment?3. How and why the ratio of apoplastnomes-symplastones transport substanceschanging in plant evolution?4. Give examples of adaptive radiation among Anura.5. Arrange types of plants moovment in the order of their evolutionary origin andexplain the logic of their construction.6. What kind of environmental principles can say as example - brontosaurus andAfrican elephant?7. What principle of theoretical biodiversity is best illustrated by an example ofcloning plants?8. What biological phenomenon that leads to results similar to convergent evolution,but arising under firmer pressure of natural selection.9. What is the evolutionary rule knowingly violates person engaged in breedingdomestic animals, receiving albinotic forms and species, devoid of wool?10. Where do you see the connection between the phenomena of heterosis andgenetic load?11. What is common between agrobacterias and viruses?12. What is the biological law will act when according to the rule of Marsh will dieout all kinds of organisms of one large systematic grouping?13. Name the most biologically significant bifurcation point in the evolution oforganisms.14. What is the evolutionary phenomenon can be illustrated by the example of mad-cucumber squid?15. How the process and its two components are called, when genetic diversityinitially consciously reduced and then increased dramatically?16. Which of the most dangerous types of evolutionary process regarding thedevelopment of dangerous pests and diseases?17. What kinds of environmental media provide different aspects of Gause principlemanifestation?18. Relate concept of ecological valence of natural and artificial selection differentkinds.19. What patterns, opened by Vavilov, are used on the first and which to the secondstage of selection process?20. How can a high level of biochemical diversity affect the selection process?21. About what phenomenon it is spoken, when pollination pollen mixture of orangeand pomelo, orange blossom give fruits with seeds that grow into plants grapefruit?22. In which cases, listed (herbicides on weeds usage, seeds petunia breeding ornesting cranes) Syuel-Wright effect manifested most significantly?23. Is it realistic to expect the appearance of flowers roses Hybrid Tea biochemicalpigments that provide the same intense blue staining like flowers of larkspur andwhy?

24. What kind of evolutionary process can tell when dandelions, euphorbium, ficusand rubber trees?25. How the theory of monomorphism correlated with the evolution of species?26. What was significant for ecologists and biologists in 1735?27. What connection do you see between stinking corpse lily and wild grapes?28. Why do most herbicides relatively harmless against animals?29. What connection do you see between methyl viologen and miasmins?30. In which case the connection between vegetative and seed reproduction tracedbest?

Intermediate control of knowledge:Module 1 (theoretical aspects of biodiversity)

1. The concept of biological diversity.2. The history of scientific views on the issue of biodiversity.3. The level of genetic diversity as a basis for biological diversity. The concept ofalleles and their frequencies.4. Hardy-Weinberg's law and equation, conditions of its implementation.5. Conditions that increase genetic diversity.6. Conditions that reduce genetic diversity.7. Syuel-Wright еeffect, conditions of its demonstration.8. The principle of "founder", its effect on the frequency of allele population.9. The concept of genetic load. Contribution of Chetverikov in interpretation ofHardy-Weinberg law.10. The level of diversity and biochemical methods of analysis.11. Five rules of Chargaff and their importance in biochemical systematics.12. The method of molecular hybridization, its value for different areas ofknowledge.13. Direct natural selection and its significance for the evolution of species.14. Stabilizing natural selection and its significance.15. Disrupter natural selection and its significance for the evolution of species.16. Phylogenetic evolution of species and speciation. Conditions that shape theseprocesses.17. The concept of bifurcation points in the theoretical model biosystems.18. The level of species diversity, speciation relationship with the intensity anddirection of selection.19. The concept of cline.20. Loop cline.21. Interspecific hybridization and its importance for sympatric speciation.22. Allopatric speciation, conditions for the formation of new species.23. The phenomena of adaptive radiation and convergent evolution and theircharacteristics.24. Ecosystem diversity as an integral indicator of the natural biological diversity.25. Species-edificators that dominate and accompanying species in the structure ofecosystems.

26. The law of irregular development of the system and its effect on the structure ofecosystems.27. Grigorieva-Budko’s periodic law of geographical zoning.28. Law of vertical zonality.29. Rule of species origin from non-specialized parental forms.30. Darwin principle of divergence.31. Marsh rule.32. The principle of progressive specialization.33. Law of relative adaptations’ independence.34. Rule of environmental conditions of genetic body dependence relativity.35. The principle of populations minimum.36. Law of living matter impoverishment in island populations.37. Tineman’s biocenotical principles.38. Principles of environmental duplication.39. The concept of sustainability in biology.40. The concept of sustainability resistance.41. "Elastic" resistance of specie and organism.42. Reimer’s opinions on biosystems resistance.43. The concept of stability in ecology, its difference from sustainability.44. Conditions that determine the stability of ecosystems.45. The law of required diversity of ecosystems.46. Emergentness law as the basis of stability maintaining of ecosystems.47. Value of selection in the emergence of new forms of organisms.48. Value of hybridization in the emergence of new forms of organisms.49. Value of mutagenesis in the emergence of new forms of organisms.50. Sorts standards in modern crop.51. Levels of biological diversity.52. Methods for studying the structure and functioning of living cells.53. The cellular ultrastructure on electron micrograp.

Module 2 (individual taxonomic groups of living organisms)

54. Taxonomy of living organisms. Approaches to classification of species. Modernsystematics and its methods.55. Viruses. Their structure.56. Classification and ecologic characteristics of viruses.57. Archaebacterias, their classification and distinction from eubacteria.58. The difference between prokaryotes and eukaryotes in different signs.59. Classification of bacteria.60. Gram-negative bacteria, their classification and characteristics.61. Gram-positive bacteria, their classification and characteristics.62. Nitrification bacteria, their taxonomic position and characteristics.63. Bacteria recycling sulfur and its compounds.64. Actinomyces, their systematic position and classification.

65. Characteristics and systematic position of mycoplasm. Features of the structureand development.66. Classification of fungi, general characteristics of the kingdom.67. The life cycle of myxomycetes.68. Zygomycetes: characteristics of their structure and development cycle.69. Askomycetes: types of cluster base; development cycle and ecologicalimportance.70. Basidiomycetes: characteristics of their structure and development cycle.71. Imperfect fungi: characteristics of their structure and development cycle.72. Yeast fungi in askomycetes, basidiomycetes and deuteromycetes classes.73. Protozoa. Their classification.74. Characteristics of flagellates, their importance in biosphere.75. Characteristics of sarcodic, their importance in biosphere.76. Characteristics of infusorias, their importance in biosphere.77. D inoflagellates. Their taxonomic position.78. Structure dinoflahelyat and their significance.79. Classification of algae methods of reproduction.80. The life cycle of brown algae. Commercial use.81. The life cycle of red algae. Commercial use.82. Spore plants. Their classification.83. Gymnosperms. Their classification.84. The history of the gymnosperms evolution.85. Ruderal weeds. Their economic and biological characteristics.86. Specialized weeds. Their economic and biological characteristics.87. Classification of a young weeds.88. Perennial weeds. Their economic and biological classification.89. Parasitic weeds.90. Semiparasitic weeds.91. A variety of subtropical fruit plants.92. Interspecific hybridization of citrus in natural and artificial conditions.93. A variety of tropical fruit crops.94. Classification of ornamental plants.95. Ecology ornamental plants, its significance for green building.96. Insects. Their classification and characteristics.97. Fish. Their classification and characteristics.98. Reptiles. Their classification and characteristics.99. Amphibians. Their classification and characteristics.

Module 3. Environmental issues and the evaluation of human impact on it

100. Effect of chemical pollution on forest communities.101. Stages of anthropogenic successional forests.102. Impact of oil spills on marine biodiversity.103. Integral methods of pest and diseases of cultivated plants. Their impact on theenvironment.

104. Farmland, their structure.105. Thresholds of harmfulness of weeds.106. Methods of weed control. Their impact on the environment.107. Synantropization of ecosystems.108. Anthropogenic biomes’ change.109. The phenomenon of ecosystems unification.110. Types of ecosystems on the degree of anthropogenic influence on them.111. Stages of ecosystems revival in protected areas.112. Measurement and evaluation of biological diversity.113. The value of genetic engineering in the emergence of new forms of organisms.Environmental hazard method.114. The concept of biological diversity monitoring.115. Methods for biodiversity monitoring.116. The Global Biodiversity Monitoring.117. Regional monitoring level of biodiversity.118. Characteristics of species diversity of the Ukrainian flora.119. Characteristics of species diversity of amphibians in Ukraine.120. Amphibians protection. Limiting factors for rare species.121. Characteristics of species diversity of reptiles in Ukraine.122. Reptiles protection. Limiting factors for rare species.123. Insects protection as an example of rare species of Ukraine. The main limitingfactors.124. Protection of fish as an example of rare species of Ukraine. The main limitingfactors.125. Characteristic of birds species diversity in Ukraine.126. Granivorous birds, their conservation. The ecological importance of this group.127. Insectivorous birds, their conservation. The ecological importance of this group.128. Carnivorous and omnivorous birds, their conservation. Limiting factors for rarespecies.129. Rare waterfowl birds of Ukraine. Their limiting factors.130. Pets. Their characteristics and values.131. Effect of domestic animals in natural ecosystems.132. Characteristics of species diversity of mammals in Ukraine.133. Aquatic mammals. Their protection. Limiting factors for rare species.134. Insectivorous mammals. Their protection. Limiting factors for rare species.135. Herbivorous mammals. Their protection. Limiting factors for rare species.136. Carnivorous mammals. Their protection. Limiting factors for rare species.137. The value of biosphere reserves for the maintenance and testing of biologicaldiversity.138. Monitoring of biological diversity in Ukraine.139. Structure of government management of natural resources and environmentalprotection.140. Principles of artificial ecosystems modeling.141. Values of zoos and kennels in maintaining biodiversity.142. Natural methods of vegetative plants propagation.

143. Classification of methods of artificial vegetative plants propagation.144. The value of technology for grafted planting material for the restoration of rareplant species.145. Budding, its types. Values for the reproduction of individual species.146. Types of vaccinations.147. Cuttings of plants. Types of cuttings.148. Timing and characteristics of cuttings.149. The use of growth promoters in cuttings.150. Layering - as a means of vegetative reproduction.151. Types of layers.152. Methods for storing seeds.153. Preparation of seeds for sowing.154. Methods of plants’ microclonal propagation.155. Cryobanks value in preserving natural biodiversity and biodiversity created byhuman.156. Evaluate of the layout of protected areas and make conclusion forecast historicalchanges of biodiversity in the area.157. Consider the variety of birds species in this example and build a model of theirdistribution.158. Analyze a variety of fish species in this example and build a model of theirdistribution.159. Consider the diversity of plant species in this biocoenosis and calculate richnessindices of species (Menhynik index).160. Consider the variety of species of insects in this biocoenosis and calculateindices of species richness (Marhalef index).161. Analyze a variety of mammalian species in this biocoenosis and calculateindices of species richness (Shannon index).162. Consider the diversity of plant species in this biocoenosis and calculate indicesof species richness (Simpson's index).163. Consider the diversity of plant species in this biocoenosis and calculate theextent of diversity Macintosh.164. Make a calculation biofilter for freshwater / saltwater aquarium with thefollowing number of aquatic ...165. Make the calculation of maximum capacity of the ecosystem (aquarium ... litersof water surface area ... cm2) for fish size sm…

PACKAGE OF CONTROL TASKSfrom discipline

«FUNDAMENTAL CONCEPTS OF BIODIVERSITY»for specialists preparation in direction 0514 «Biotechnology»

in specialty 6.051401 – «Biotechnology»