"Insects that grow all their lives"? Assignment from school zoology

Pay attention to the podur, collembol of all sorts

Dear entomologists, I ask for help on this issue: my nephew in the 7th grade of school was asked the topic of the report: "Insects that can grow all their lives."

What a question! Your nephew's very sophisticated biology teacher! About female termites is not quite true (or rather, not at all true): they do not grow, they only have a swollen belly from the multitude of maturing eggs, as a result of which they increase in size. Perhaps constant growth (i.e., continued molting even after reaching sexual maturity) is found only in lower insects, for example, in bristle-tails (order Thysanura).

This post was edited by Dmitrich - 12/11/2011 02: 33

Pay attention to podur, collembol of all sorts

I watched it, thank you! And as part of the school course, they can still be classified as insects? And then I read that they are a separate class, older than insects.

This post was edited by imers - 12/11/2011 03: 25

What a question! Your nephew's very sophisticated biology teacher! About female termites is not quite true (or rather, not at all true): they do not grow, they only have a swollen belly from the multitude of maturing eggs, as a result of which they increase in size. Perhaps constant growth (i.e., continued molting even after reaching sexual maturity) is found only in lower insects, for example, in bristle-tails (order Thysanura).

Thank you so much, it's already something! I don't want to overdo it now, but I'm sure the teacher had something obvious in mind, but guess what... Especially if the teacher himself does not know biology very well.

Especially if the teacher himself does not know biology well.

Then-the trumpet! Then anyone can grow it all their life, and you can't change their mind.

Then-the trumpet! Then anyone can grow up with him all his life, and you can't change his mind .

Thank you, I read about mayflies and bristletails on the net - it looks like they were referring to them, so everything is fair and logical, although sophisticated, although maybe they have it written in the textbook, I do not know. And, interestingly, freckles, which are close to mayflies, do not retain the ability to shed in a winged form?

Figured it out like. Probably, they were referring to mayflies and the bristle-tails recommended to me below - they are definitely insects, related and retain the ability to molt in the adult state (it is written about the mayfly - "unique for winged insects"). Forktail-nogohvostok leave in reserve

And what school? not 192 by accident?

What is interesting about mayflies is whether their last molt can be called growth or not. This is development, but growth and development are different things, a very important sign of growth is not only an increase in size, but also an increase in mass! And the last molt of the mayfly is "technological", it belongs to development.

Legtails are now no longer considered insects, but they used to belong to primiptera, like scaleflies. But it seems that scales and legtails always feed in contrast to mayflies.

Now for the 7th grade, this is quite a normal task to find and understand it yourself, to look for additional material (I don't say anything about literature, they often send it to the Internet, but that's another question). One of my daughters in the second grade had homework to write a report about one or more plants listed in the CC. Now I will know about such issues as well.

Maybe it's easier.
How not to grow up and become an "adult"?. Well, for example, immediately from the pupa-development
with a complete transformation.
Or hatch as a larva, grow, molt, and become an adult. "Married" ... looked
back, o-pa... my whole life is over...
(development with incomplete transformation.)
In other words, insects that have a larva that does not look like this adult individual do not "grow". The pupa is an imago.
"Grow" insects, the larvae of which hatched from the egg have the appearance of an imago.
(cockroaches, locusts, bedbugs... the school course however... )

This post was edited by Egorus-12/11/2011 12: 50

Modern mayflies, as far as I know, only have an additional adult molt (larva - subimago - imago), and they do not grow all their lives. The subimago also had some extinct groups. Freckles are completely "normal" insects and they do not have additional molts.

PS. It all depends on the teacher, it is good if he is "sane".

2 Egorus Can
with an incomplete transformation, the first thing that came to mind. There should be a topic in the textbook that they are going through, not just given such a topic.

This post was edited by Dzanat - 12/11/2011 13: 34

By the way, some butterflies can grow all their short and unhappy lives) A caterpillar struck by a rider can pass through several additional molts, increasing in mass and size, and then, of course, die. Will that do?"

I also liked the idea of Egorus, most likely it is! Because with primary wingless insects-this is very abstruse And Daznat is also right, in theory tasks are given according to the material passed, otherwise you need to love biology very much to read and write about all sorts of scales

I'm sorry, a little off topic, but the textbook is just for the 7th grade

blooper # 149.

http://www.sivatherium.narod.ru/biolap/lapsus15.htm

Textbooks (as well as programs can be different)... The fact that the class matches doesn't mean anything.

And I don't insist. Just an association.

And what school? not 192 by accident?

I don't know the school's number, but it's located in the hero city of Minsk, in the independent Republic of Belarus, which is basically less of a mess than here, although, of course, everything happens.

Now for the 7th grade, this is quite a normal task to find and understand it yourself, to look for additional material (I don't say anything about literature, they often send it to the Internet, but that's another question). One of my daughters in the second grade had homework to write a report about one or more plants listed in the CC. Now I will know about such issues as well.

You know, if for me, a candidate of biological sciences who studied zoology even 20 years ago, but in the course of the institute, the task was not obvious, then for a child who is not fond of biology and his tech parents, it was simply too much for them. It is not clear what keywords to start looking for, and the taxonomy, as it turned out, is not all simple in primitive insects. While you can tell about plants from the red book in kindergarten, and find material of any level of popularity and entertainment, even in a children's encyclopedia, even on the Internet, and in general this makes practical sense: let children learn early about what the Red Book is and what flowers should not be torn. This task, in my opinion, would be suitable for the biology Olympiad, not the information that should remain in the head of a non-biologist.

What is interesting about mayflies is whether their last molt can be called growth or not. This is development, but growth and development are different things, a very important sign of growth is not only an increase in size, but also an increase in mass! And the last molt of the mayfly is "technological", it belongs to development.

Legtails are now no longer considered insects, but they used to belong to primiptera, like scaleflies. But it seems that scales and legtails always feed in contrast to mayflies.

Thanks! I gave them, in general, all of them - and bristle-tails, and mayflies, and nogokhvostok, with reservations. They will write the report themselves. Finally, let the teacher correct you further and explain what he meant

Maybe it's easier.
How not to grow up and become an "adult"?. Well, for example, immediately from the pupa-development
with a complete transformation.
Or hatch as a larva, grow, molt, and become an adult. "Married" ... looked
back, o-pa... my whole life is over...
(development with incomplete transformation.)
In other words, insects that have a larva that does not look like this adult individual do not "grow". The pupa is an imago.
"Grow" insects, the larvae of which hatched from the egg have the appearance of an imago.
(cockroaches, locusts, bedbugs... the school course however... )

Well, I also had this first thought, about incomplete transformation and all sorts of grasshoppers-cockroaches. But the wording is " grow all your life." That is, either the last time they molted-multiplied-died (but this is already some kind of perverse wording of the task), or they should, like spiders, honestly grow and molt all their lives. Grasshoppers-cockroaches do not grow indefinitely and, as adults, do not die. Yes, they are already passed in the school course, why ask a report at home? In general, we will not know what was meant until plemyash reports

By the way, some butterflies can grow all their short and unhappy lives) A caterpillar struck by a rider can pass through several additional molts, increasing in mass and size, and then, of course, die. Will that do?"

I'm afraid these are special cases that the teacher himself has no idea about, although I'm personally interested, so thank you!

I also liked the idea of Egorus, most likely it is! Because with primary wingless insects-this is very abstruse And Daznat is also right, in theory tasks are given according to the material passed, otherwise you need to love biology very much in order to read and write about all sorts of scales

I expressed the idea about insects with incomplete transformation in the wording of the question, and I rejected it myself. Since, firstly, they literally do not fit the phrase "grow all their life", and secondly, they are already passed in the classroom, why ask a report at home? In general, figs knows what was meant there. Let the teacher either formulate the task normally, or "eat" the bristletail

This post was edited by imers - 12.12.2011 02: 20

If we look at the question so literally, then we still
need to think - can they grow and grow, or can they grow, but do not grow?
Don't bother your nephew's head. When the teacher corrects it, it will be too late
to argue. Proving a teacher wrong is a very difficult
task.
And in general, if this is the "topic of the report", then it is stipulated by the teacher.
explains what to talk about. If this is a test paper type, then
"tasks are given based on the completed material"(See Hierophis-ca )
Give your nephew a chance, tell him about the locusts...

It slipped through my mind without Nick.

And by the way, another argument was "drawn"...
"Insects that can'T grow all their lives."
What are these?

This post was edited by Egorus-12.12.2011 03: 38

In general, we won't know what was meant until plemyash reports back

By the way, it is very interesting-what exactly did this teacher have in mind? If you don't mind, please report the result!

By the way, it is very interesting-what exactly did this teacher have in mind? If you don't mind, please report the result!

I join the request, I'm also interested.

You know, if for me, a candidate of biological sciences who studied zoology even 20 years ago, but in the course of the institute, the task was not obvious, then for a child who is not fond of biology and his tech parents, it was simply too much for them. It is not clear what keywords to start looking for, and the taxonomy, as it turned out, is not all simple in primitive insects. ...

I Googled " insects that grow all their lives." The first link, of course, is this topic And I just found it:

I'm also interested in

By the way, it is very interesting-what exactly did this teacher have in mind? If you don't mind, please report the result!

As soon as I find out, I'll unsubscribe most interestingly!

I teach biology in the 7th grade in Russia near the city of St. Petersburg. The program is based on the textbook for the 7th grade:
Latyushin V. V., Shapkin V. A. Biologiya [Biology]. Animals. 7th grade, Moscow: Bustard Publ., 2006

As a biology teacher (albeit with little experience) and as the head of the entomology circle (in the past), I can say that the question posed by the teacher belongs more to the category of additional education in entomology. A school course on arthropods should focus the student's attention on more significant issues both in the field of taxonomy, development and biology in the first place, and there are secondary questions from a number of the above. However, if we take into account that the question raised caused a similar reaction of interest of all participants in the educational process: day and night seventh-graders explore all the improvised means to achieve the task set by the teacher during the week, we can only envy the interest of Belarusian schoolchildren. Tomorrow I give a test for 5 classes of vertebrates, so as not to overload the final control for the entire type. I am 100% sure that half of the class will tell me something like this tomorrow:
1) I wasn't in class
2) I didn't know
3) How many of these tests are possible
4) You didn't ask this question (although I spoke a week in advance + there are electronic diaries, which, by the way, no one looks at)

But your question has intrigued many here. To be honest, the question was stumped, even though I've been doing entomology a little longer than the average 7th grade student. There was also a desire to tell as much as possible when they came to insects. But we are limited in time and there is no need to overload children with information that is applicable to a single lesson. Emphasis should be placed on laws that consist of fewer provisions, but describe as many facts as possible. For example, the legs of insects are of various types, but all insects have six of them, which is why they differ from other arthropods. Or, insect wings are of various types (even many orders of insects are named for features related to the structure of the wings), but the main thing here is that it was the wings that allowed insects to surpass all other classes of arthropods, since they are organs that allow them to cover long distances, and also make many insects more mobile in the face of impending danger (if of course there is still a place to run and the ecological situation of the entire region is not in one big w). In general terms, in the school course, there are more significant provisions regarding the topic presented. I'll just say that this information could be presented as an intriguing screen saver to the topic of insect development something like "Do you know what..."

I don't know, I never liked the educational system "as is", well, this is in the sense of" as it is " of course, and not what you can think of) The educational system , especially the school system, and then too, is designed not so much for the actual education(enlightenment) of the individual(horror, what a clever word))), but for creating precedents (horror) for driving into a rigid framework from an early age. At the same time, the overload of different data is high, and instead of learning and developing in the direction of what is interesting, the student is forced to listen to everything and about everything. The result is nothing out of nothing
In fact, the educational system forms, or even reflects on poor schoolchildren, the system of "subordinate-superior", the toset performs more of a social function than the function of enlightenment. So it is not surprising that in the end, many people are disgusted with learning, and the stomach reflex, at least because it is an obligation, and the natural form of learning is a game.

"Natural form of learning-play" for preschoolers. Because for this period, this is the most effective form of activity.

Vorona, however, you argue with the classics
"What is our life? Game! "