Respiratory organs of fish. Respiratory system in fish Respiratory system in fish presentation
Since there are two separate classes of fish, cartilaginous and bony, in the report on respiration we will talk about each separately.
How cartilaginous fish breathe
The most famous fish of this class is. The structure of her body has a number of features that affect breathing. On the sides of the body, in the anterior part, there are gill slits, usually from five to seven pairs. Between them are wide gill plates, in which oxygen is exchanged with carbon dioxide. Swallowing water with its mouth, the shark greatly expands its throat, water washes over the gill plates and then exits through the gills. Due to the fact that these plates are quite wide, the body for full breathing there is enough oxygen, which during this process the organ takes (filters) from the water. There are no gill covers in cartilaginous fishes. Behind their eyes there are rudiments (rudiments) of gill covers. They are called spritzers, through which water can enter the pharynx when water is inhaled.
Stingrays also belong to cartilaginous fish. Their gill slits are located only on the ventral side. Water, when breathing through the spray, enters the gill plates.
Respiratory system in bony fish
The most important difference here in the respiration of bony fish is that they have gill covers, which cover the gills and allow water to flow through them. These covers contain bone plates, so they provide additional protection.
In the front part of the esophagus - the pharynx, there are openings - gill slits through which water flows. Between them there are gill arches, of which there are four pairs. The gills also have gill lobes, and they contain gill plates - they increase the useful surface for gas exchange. They contain many capillaries through which the gas enters the bloodstream.
The cavity from the gills to the gill covers is called the branchial cavity. In the case when the fish takes another sip of water, it opens its mouth, and the gill covers fit tightly to the body, closing the gap. The water that remains washes the gills. Note that gas exchange occurs after exhalation, when water is collected for inhalation. Then the mouth is closed, and water is pushed through the throat to the gills. When exhalation is made, both openings (inlet and outlet) in the esophagus are closed. Then the water that was, through the gill slits from the branchial cavity is removed to the outside. In this way, the mouth and gill covers are in constant motion. This is the process of respiration and oxygenation of the fish organism.
The ends of the branchial lobes are overlapped by the posterior parts, resulting in water retention. The blood flow in them is opposite to the flow of water. These two features create optimal conditions for gas exchange in the gills. Since the concentration of oxygen in the blood is much lower than in water, it diffuses from water into the blood (moves from a higher concentration to a lower one).
Fish cannot provide themselves with oxygen on land. She dies from lack of it, although there is much more of this gas in the atmosphere.
This phenomenon is explained by the fact that without water, the small elements of the gills are destroyed in fish, since they are not adapted to receive oxygen from air, just as human lungs cannot receive it from water.
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Brief annotation of the project
Hundreds of thousands of years ago, long before the appearance of man on Earth, fish were already swimming in the oceans. At that time they were the most highly evolved creatures.
Since then, they began to develop in a variety of ways, so that now only a few species only vaguely resemble the first primitive ocean fish.
Most fish use their tail as a motor. With his help and fins, they control their movements. Except for one species of fish, all others breathe with the help of gills. The fish swallows water through the mouth, which passes through the gills and pours out through a special opening. The water also contains oxygen, and it enters the fish blood through the gills, like air through the lungs into the human blood.
In polluted water, fish try to float to the surface and breathe in air, but their gills are not adapted to assimilate oxygen from the air.
The reason fish are dark on the top and light on the bottom is to help them defend against their enemies, who, looking from above, can see dark color merging with the water of a river or ocean. Looking from below, it seems that it is a light surface of water. There are more than 20 thousand fish, and it is difficult to imagine how much unique there is in everyone's life!
Preschool age - First stage the formation of the human personality. During this period, the foundations of personal culture are laid. During this period, the child learns to relate correctly to objects of nature, to things, materials natural origin that he uses. Many children do not know at all and do not distinguish between fish that are often found in water bodies (rivers, lakes). Within the framework of the project, children look at illustrations, purposefully observe the fish in the aquarium, read fish about birds, stories, riddles. In the classroom, children establish cause-and-effect relationships, get acquainted with the concepts of "sea fish", "aquarium fish", "lake and river fish", identify the behavior of fish, the difficulties they experience in dirty water.
Project problem
Many people believe that fish feel comfortable in any water, that this is a natural phenomenon. In fact, it is very difficult for fish to live in polluted water, because their gills are not adapted to assimilate oxygen from the air. Therefore, we need to think about how to help the fish?
Questions guiding the project
Fundamental question: Pisces: who are they?
Problem question: Do fish need water?
Cognitive questions: What value does water play in human life? How do fish adapt to life?
Objective of the project:
Formation in children of the ability for independent thought activity, development of research abilities, education of respect and love for the surrounding nature.
Project objectives:
- Formation of the ability to observe, the ability to act independently;
- Provide useful information;
- Develop creative activity in preschoolers;
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The project was prepared by: Kantsevich Anna Gennadievna
Project type: combinedProject duration: a week
search and cognitive
Brief annotation of the project
Hundreds of thousands of years ago, long before the appearance of man on Earth, fish were already swimming in the oceans. At that time they were the most highly evolved creatures.
Since then, they began to develop in a variety of ways, so that now only a few species only vaguely resemble the first primitive ocean fish.
Most fish use their tail as a motor. With his help and fins, they control their movements. Except for one species of fish, all others breathe with the help of gills. The fish swallows water through the mouth, which passes through the gills and pours out through a special opening. The water also contains oxygen, and it enters the fish blood through the gills, like air through the lungs into the human blood.
In polluted water, fish try to float to the surface and breathe in air, but their gills are not adapted to assimilate oxygen from the air.
The reason fish are dark on the top and light on the bottom is to help them defend against their enemies, who, when viewed from above, see a dark color merging with the water of a river or ocean. Looking from below, it seems that it is a light surface of water. There are more than 20 thousand fish, and it is difficult to imagine how much unique there is in everyone's life!
Preschool age is the initial stage in the formation of a human personality. During this period, the foundations of personal culture are laid. During this period, the child learns to correctly relate to objects of nature, to things, materials of natural origin that he uses. Many children do not know at all and do not distinguish between fish that are often found in water bodies (rivers, lakes). Within the framework of the project, children look at illustrations, purposefully observe the fish in the aquarium, read fish about birds, stories, riddles. In the classroom, children establish cause-and-effect relationships, get acquainted with the concepts of "sea fish", "aquarium fish", "lake and river fish", identify the behavior of fish, the difficulties they experience in dirty water.
Project problem
Many people believe that fish feel comfortable in any water, that this is a natural phenomenon. In fact, it is very difficult for fish to live in polluted water, because their gills are not adapted to assimilate oxygen from the air. Therefore, we need to think about how to help the fish?
Questions guiding the project
Fundamental question: Pisces: who are they?
Problem question: Do fish need water?
Cognitive questions: What value does water play in human life? How do fish adapt to life?
Objective of the project:
Formation in children of the ability for independent thought activity, development of research abilities, education of respect and love for the surrounding nature.
Project objectives:
- Formation of the ability to observe, the ability to act independently;
- Provide useful information;
- To develop creative activity in preschoolers;
First day
MORNING | STROLL | EVENING | STROLL |
| Outdoor games
Word game "I know five river fish ..." - activation of the dictionary (names of fish) |
| Outdoor games
Ball games |
Second day
MORNING | STROLL | EVENING | STROLL |
| Outdoor games
Conversation: "If I were a fish ..." |
| Outdoor games
|
The third day
MORNING | STROLL | EVENING | STROLL |
| Outdoor games
Drawing with sticks in the sand "Whose fish is better?" |
| Outdoor games
Ball games |
The evolution of fish led to the emergence of the branchial apparatus, an increase in the respiratory surface of the gills, and the deviation from the main line of development led to the development of adaptations for using air oxygen. Most fish breathe oxygen dissolved in water, but there are species that have partially adapted to air respiration (lunghead, jumper, snakehead, etc.).
The main respiratory organs. The main organ for extracting oxygen from water is the gills.
The shape of the gills is varied depending on the species and mobility: these are either bags with folds (in fish-like ones), or plates, petals, bundles of mucous membranes with a rich network of capillaries. All these devices are aimed at creating the largest surface with the smallest volume. respiratory system fish gill
In teleost fishes, the branchial apparatus consists of five branchial arches located in the branchial cavity and covered by the branchial cover. The four arches on the outer convex side each have two rows of branchial lobes supported by supporting cartilages.
Table 1 Respiratory surface of the gills (according to Stroganov, 1962)
Gill petals are covered with thin folds - petals. It is in them that gas exchange takes place. The branchial artery approaches the base of the branchial lobes, its capillaries penetrate the petals; of these, oxidized (arterial) blood enters the aortic root through the outflowing branchial artery. The number of petals varies; they account for 1 mm of branchial lobe: in pike - 15, flounder - 28, perch - 36. As a result, the useful respiratory surface of the gills is very large (Table 1).
More active fish have a relatively large gill surface; in perch it is almost 2.5 times more than in flounder.
The general scheme of the respiration mechanism in higher fish is presented in the following form (Fig.). When inhaling, the mouth opens, the gill arches move to the sides, the gill covers are pressed tightly to the head by external pressure and close the gill slits. Due to the decrease in pressure, water is sucked into the gill cavity, washing the gill lobes. When you exhale, the mouth closes, the gill arches and gill covers come closer, the pressure in the gill cavity increases, the gill slits open and water is squeezed out through them. When the fish swims, the flow of water can be created by moving with the mouth open.
Fig 1. Respiration mechanism of an adult fish: A - inhale; B - exhalation (according to Nikolsky, 1974)
In the capillaries of the gill petals, oxygen is absorbed from the water (it is bound by blood hemoglobin) and carbon dioxide, ammonia, and urea are released. The gills also play an important role in water-salt metabolism, regulating the absorption or excretion of water and salts. Remarkable adaptations for respiration in fish during the embryonic period of development - in embryos and larvae, when the branchial apparatus is not yet formed, and the circulatory system is already functioning. At this time, the respiratory organs are: a) the surface of the body and the system of blood vessels Cuvier's ducts, veins of the dorsal and caudal fins, subintestinal vein, a network of capillaries on the yolk sac, head, fin border and operculum; b) external gills (Fig. 18). These are temporary, specific larval formations that disappear after the formation of definitive respiratory organs. The worse the conditions for the respiration of embryos and larvae, the more the circulatory system or external gills develop. Therefore, in fish that are systematically close, but differing in the ecology of spawning, the degree of development of the larval respiratory organs is different.
Fig. 2 Embryonic respiratory organs of fish: A - pelagic fish; B - carp; B - loach (according to Stroganov, 1962): 1 - Cuvier ducts, 2 - lower tail vein, 3 - capillary network, 4 - external gills
Additional respiratory organs. Additional devices that help to endure unfavorable oxygen conditions include aquatic skin respiration, that is, the use of oxygen dissolved in water using the skin, and air respiration - the use of air using the swim bladder, intestines, or through special accessory organs (Fig. 19) ...
Fig. 3 The organs of water and air respiration in adult fish (according to Stroganov, 1962): 1 - protrusion in the oral cavity, 2 - supragillary organ, 3, 4, 5 - parts of the swim bladder, 6 - protrusion in the stomach, 7 - area of oxygen absorption in the intestine , 8 - gills
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