05/10/2017 on the official website of the FIPI published early versions of the USE in biology 2017.

You can download real versions of the Unified State Exam in Biology from the FIPI official website. Rosobrnadzor advises using official sources of information when preparing for the exam.

Early versions of the exam in biology 2017

Options for the early USE in biology of past years

Be careful - there are significant changes in the 2017 USE versions in biology compared to 2016.

Demonstration version of the exam in biology 2017 with answers

There have been significant changes in KIM compared to 2016, so the 2016 options are provided for informational purposes only.

Changes in the KIM USE 2017 in biology of the year compared to 2016

Biology - significant changes:

The structure of the examination work has been optimized:

1. Excluded from the examination paper tasks with a choice of one answer.

2. The number of tasks has been reduced from 40 to 28.

3. The maximum primary score has been reduced from 61 in 2016 to 59 in 2017.

4. The duration of examination work has been increased from 180 to 210 minutes.

5. Part 1 includes new types of tasks that differ significantly in the types of educational activities: filling in the missing elements of a diagram or table, finding the correct designations in a figure, analyzing and synthesizing information, including information presented in the form of graphs, diagrams and tables with statistical data.

Total tasks - 28, of which by type of tasks:

With a short answer - 21, with a detailed answer - 7;

By difficulty level: B - 10, P - 12, C - 6.

The maximum primary score for a job is 59.

The total time to complete the work is 210 minutes.

Source of information document from the official website of FIPI - METHODOLOGICAL RECOMMENDATIONS for teachers, prepared on the basis of an analysis of typical mistakes of participants in the 2017 USE in BIOLOGY

A qualitative analysis of the answers of the examinees made it possible to determine the range of problems associated with mastering certain elements of the content, identifying difficulties and typical mistakes that are repeated from year to year. In order to more effectively organize the teaching of the course in biology and prepare graduates for the exam in biology, we recommend that you pay attention to a number of substantive and organizational aspects in the construction of the educational process.

At first, an analysis of the typical mistakes and difficulties identified by the results of the 2017 exam should be carried out.To do this, you must use the results presented in section 4 of this report, and also get acquainted with the analysis results provided by the regional commissions of the constituent entities of the Russian Federation.

Secondly, in order to overcome the difficulties that have arisen and obtain a better result in 2018, the pedagogical worker (biology teacher) needs to work out the following definitions as deeply as possible with graduates: methods of studying wildlife, selection and biotechnology; biological terminology and symbolism; chemical composition of cells; peculiarities of metabolism and energy conversion, stages of energy metabolism, photosynthesis, chemosynthesis; chromosomal set of somatic and germ cells; phases of mitosis and meiosis; patterns of individual development of organisms, heredity and variability; ontogeny of plants and animals, cycles of development of the main divisions of plants; the main features of kingdoms, types, divisions, classes of living nature, structural features of plants and animals; the structure of sensory systems, neurohumoral regulation of the vital activity of the human body, features of the autonomic nervous system, the higher nervous activity of a person; the internal environment of the human body, immunity, metabolism and energy conversion in the human body; signs of difference and kinship between humans and animals; the driving forces of evolution and their significance; the adaptability of organisms to their environment; directions and ways of evolution, basic aromorphoses and idioadaptation in the development of plants and animals; ecosystem and its components, ecological factors, the role of plants and animals in biocenoses; functions of the living matter of the planet; cycles of nitrogen, oxygen, carbon, phosphorus in nature; global changes in the biosphere caused by human activities.

In order to obtain the maximum points, when preparing for the exam, graduates should pay attention to their mastery of general educational and subject skills, namely: to know and understand: the essence of the interaction of genes; patterns of variability; linked inheritance; reproduction and individual development of plants; heterosis; the circulation of substances and the conversion of energy in ecosystems and the biosphere; vital processes of both the whole human body and individual organ systems; structure and signs of viruses; obtaining polyploids and distant hybrids, as well as being able to explain: the role of biological theories, laws; common origin of living organisms; the evolution of plants and animals; the relationship of organisms, humans and the environment; reasons for stability, self-regulation, self-development and change of ecosystems, reasons for the evolution of species; be able to: establish the relationship of the driving forces of evolution, ways and directions of evolution; compare biological processes and phenomena; phases of mitosis and meiosis; recognize and describe biological objects; to determine the belonging of biological objects to a certain systematic group.

Thirdly x, before starting the preparation, you should be very careful about the selection of educational literature. It is advisable to acquaint graduates with all textbooks that are recommended by the Ministry of Education and Science of the Russian Federation for basic and high school, both basic and specialized level. Although training is conducted, as a rule, on a limited number of textbooks, however, graduates should be drawn to the presentation of the same topics by different authors. In some cases, additional textbooks and manuals can be used as sources of examples and arguments in explaining a particular process or phenomenon.

Fourth, in the classroom and in extracurricular activities, it is necessary to ensure the systemic development of the main content of the biology course by graduates (basic and profile levels) and the teaching of operating various types of educational activities, presented in the codifier by the elements of content and requirements for the level of training of graduates. For this, regular monitoring of individual skills should be planned as part of both the study of the current content and the repetition of the material covered.

Fifth When implementing your own work program and organizing work with educational literature, you should pay close attention to the material, which traditionally causes difficulties for many graduates, and carefully study it.

B-poles x, in order to achieve high results on the exam in the educational process, it is recommended to gradually increase the proportion of independent work of graduates, both in the classroom and outside the classroom, to focus on the implementation of research, practical tasks. To develop the skills to solve problems in cytology and genetics, it is necessary to work out the algorithms for their solution.

Seventh, when conducting in various forms of current and intermediate control in the educational process, qualitative tasks of different types should be widely used. So, do not forget about tasks with a choice of one correct answer. With the correct organization of work with such tasks, you can successfully carry out current control. Particular attention should be paid to the tasks that are presented in the current versions of the exam: multiple choice (with or without a picture); establishing compliance (with or without a picture); establishing the sequence of systematic taxa, biological objects, processes, phenomena; solving biological problems in cytology and genetics; supplementing the missing information in the diagram; supplementing the missing information in the table; analysis of information presented in graphical or tabular form, as well as tasks with a free detailed answer, requiring students to reasonably and concisely and logically express their thoughts, apply theoretical knowledge in practice.

For direct preparation for the final certification in the form of the Unified State Exam, it is recommended to use training and methodological materials developed with the participation of members of the working group of the Federal Commission for Biology of the FIPI, since not all manuals give an adequate idea of ​​control measuring materials.

In the control measuring materials of the exam in biology in 2018, changes in the structure and types of tasks are not planned. In order to expand the testable content and subject skills in the existing lines of Part 2, it is planned to include tasks with new plots. Examples of such tasks are presented in the demo version. Taking into account the results of the exam in 2017, the difficulty level of some lines was changed, which entailed correct modification in the ratio of tasks of the basic, advanced and high levels.

SPECIFICATION
control measuring materials
the unified state examination of 2017 in BIOLOGY

1. Appointment of KIM USE

The Unified State Exam (hereinafter - the Unified State Exam) is a form of objective assessment of the quality of training of persons who have mastered educational programs of secondary general education, using tasks of a standardized form (control measuring materials).

The Unified State Exam is conducted in accordance with the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation".

Control measuring materials allow to establish the level of mastering by graduates of the Federal component of the state standard of secondary (complete) general education in biology, basic and specialized level.

The results of the unified state exam in biology are recognized by educational organizations of secondary vocational education and educational organizations of higher
vocational education as the results of entrance examinations in biology.

2. Documents defining the content of the KIM USE

3. Approaches to the selection of content, the development of the structure of the KIM USE

The basis for the development of the CIM USE is the invariant core of the content of biological education, which is reflected in the Federal component of the state standard for secondary (complete) general education, various sample programs and textbooks recommended by the Ministry of Education and Science of Russia for use in the implementation of state-accredited educational programs of secondary general education in biology.
The KIM USE examines the mastery of the knowledge and skills of the main sections of the course in biology: "Plants", "Bacteria. Mushrooms. Lichens ”,“ Animals ”,“ Man and his health ”,“ General biology ”. This allows the verification to cover the main content of the course, to ensure the substantive validity of the CMM. The content of the KIM USE does not go beyond the course of secondary school biology and does not depend on which program and which textbook is taught in a particular educational organization.

In the examination work, tasks for the section "General biology" prevail, since it integrates and generalizes the factual knowledge gained in basic school, considers general biological patterns that manifest themselves at different levels of organization of living nature. These include: cellular, chromosomal, evolutionary theories; laws of heredity and variability; ecological patterns of biosphere development.

Tasks that control the degree of mastery of knowledge and skills cover the most significant issues of the content of the course in biology and check the formation of a scientific worldview and biological competence in graduates.

4. The structure of the KIM USE

Each version of the CMM examination paper contains 28 tasks and consists of two parts, differing in form and level of complexity. Part 1 contains 21 tasks:

7 - with multiple choice with or without a picture;
6 - to establish compliance with a drawing or without it;
3 - to establish the sequence of systematic taxa, biological objects, processes, phenomena;
2 - to solve biological problems in cytology and genetics;
1 - to supplement the missing information in the scheme;
1 - to add missing information in the table;
1 - for the analysis of information presented in graphical or tabular form.

The answer to the tasks of part 1 is given by the corresponding entry in the form of a word (phrase), number or sequence of numbers, written without spaces and separating symbols.

Part 2 contains 7 tasks with a detailed answer. In these tasks, the answer is formulated and written down by the examinee independently in an expanded form. The tasks of this part of the work are aimed at identifying graduates with a high level of biological training.

In part 1, tasks 1-21 are grouped according to meaningful blocks presented in the codifier, which provides a more accessible
perception of information. In part 2, tasks are grouped depending on the types of educational activities being tested and in accordance with thematic affiliation.

USE 2017. Biology. Typical test tasks. Kalinova G.S.

M .: 2017 .-- 112 p.

Typical test tasks in biology contain 10 options for sets of tasks, compiled taking into account all the features and requirements of the Unified State Exam in 2017. The purpose of the manual is to provide readers with information on the structure and content of 2017 control measuring materials in biology, their differences from previous years, and the degree of difficulty of tasks. The manual provides answers to all test options, in addition, there are sample forms used on the exam to record answers and decisions. The manual is intended for teachers to prepare students for the exam in biology, as well as high school students for self-study and self-control.

Format: pdf

The size: 3.2 MB

Watch, download:drive.google

CONTENT
Introduction 4
Instructions for work 9
OPTION 1 10
Part 1 Yu
Part 2 15
OPTION 2 18
Part 1 18
Part 2 24
OPTION 3 26
Part 1 26
Part 2 31
OPTION 4 32
Part 1 32
Part 2 38
OPTION 5 39
Part 1 39
Part 2 45
OPTION 6 46
Part 1 46
Part 2 52
OPTION 7 53
Part 1 53
Part 2 58
OPTION 8 61
Part 1 61
Part 2 67
OPTION 9 69
Part 1 69
Part 2 74
OPTION 10 76
Part 1 76
Part 2 82
ANSWERS. 83
Option 1: 83
Option 2 86
Option 3 89
Option 4 92
Option 5 95
Option 6 ^ 98
Option 7 101
Option 8 104
Option 9 Yu7
Option 10 110

The proposed manual is addressed to high school students and graduates to prepare for the Unified State Exam in Biology. The exam in biology is one of the exams that a graduate of a secondary full general education school takes by choice. The Unified State Exam is carried out using tasks of a standardized form - control measuring materials (CMM), which test biological knowledge for the entire school course from grades 5 to 11. In 2017, special emphasis was placed on strengthening the activity basis and practice-oriented orientation of CMM. This required adjusting the approaches to the construction of a new examination paper, the inclusion of assignments in a new format.
The basis for the development of the KIM USE, as in previous years, is the invariant core of the content of biological education, which is reflected in the State educational standard of secondary (complete) general education, various sample programs and textbooks recommended by the Ministry of Education and Science of Russia for use in the implementation of state-accredited educational programs secondary general education in biology.
The content of the control measurement materials covers all sections of the biology course in basic and secondary schools. The object of control is the knowledge and skills of schoolchildren, formed during the study of all sections of the course of biology: "Plants", "Bacteria. Mushrooms. Lichens ”,“ Animals ”,“ Man and his health ”,“ General biology ”. This allows checking the main content of the course, ensuring the validity of control measuring materials. In the examination work, tasks for the section "General biology" still prevail, since it integrates and generalizes the factual knowledge gained in basic school and secondary school, considers general biological laws that manifest themselves at different levels of organization of living nature. The content of the KIM Unified State Examination does not go beyond the biology course of a specialized secondary school and does not depend on which program and which textbook is taught at school.