Editor R. Ibragimov believes that volvox is a type of migrating organisms that are balls belonging to the type of green algae. It blooms when it multiplies, covering the surface of the water with green tones.”

This idea is very far from the truth.The editor doesn't seem to read botany. Because Volvas live in colonies, not balls. Volvas and other algae never bloom, have no sex, or reproduce, forming gametes. On hot sunny days, volvox and other green algae multiply rapidly in reservoirs, making the water green, that is, the water "blooms".

The editor considers volvox a plant, not an animal. According to the method of nutrition, living organisms are generally divided into plant or animal. St. John's wort is similar to green plants due to autotrophic nutrition by photosynthesis, and when there is a lack of light-on animals due to saprophytic (heterotrophic) nutrition. some green algae that feed autotrophically through photosynthesis, such as volvox and green euglena, are studied in zoology as animal algae (phytomastigans), and in botany as unicellular green algae. This phenomenon indicates that plants and animals descended from a common ancestor. This is stated on page 15 of the textbook. But the editor doesn't seem to be reading this information.

Curacao's editor recalls that the doodle is outdated, classifies it as a predator.

The inclusion of Curacao in the family of carnivores is mainly based on genetic analysis. Genetic data is crucial for determining the systematic position of animals. But not one, but several genes may participate in the manifestation of a particular trait. There are also inactive (dormant), local and non-local genes. Ecological, physiological (lifestyle) and geographical facts are also important in animal taxonomy. Such evidence is not enough yet. For this reason, these two categories are still studied separately in secondary and Higher school textbooks.

The editor on page 42, using the term "baby vomiting", says that the textbook author wants to discover America.

In fact, the author of the textbook is not going to invent anything under the term "children's vomiting". This discovery was discovered by Allahverdiyev. In Russian, this parasite is called "baby pinworm". In school and high school textbooks, this vomiting is fixed under the name "Children's vomiting".

The editor points out that there is also confusion in the textbook regarding taxonomy (classification). In your opinion, part 1 of Chapter 7 is called "the crustacean class". Crustaceans are a large group, not a class, belonging to the type of arthropods. While the river crab described in this chapter is a concept denoting three families of freshwater bipedal crabs..

The author's opinion is confusing and unreasonable. There will be no taxon with the name "Group" in taxonomy. Crustaceans (in Russian - crustaceans, in Latin-Crustacea) is the name of the class. In the school textbook, only the name of the main systematic groups (type, class and type) is indicated. Intermediate taxa (large and small type, large and Small class) and small taxon (family) are introduced only in textbooks of higher education.

The editor believes that many features of the species of fur-footed were not widely covered in the textbook, the reader was not explained why they are so called.

First of all, the name of the species is not "arthropods", but "arthropods". The name of the species clearly indicates its meaning. The strict limitation of the volume of the textbook does not allow it to include more information that may interest the reader.

The author of the textbook acknowledges the presence of uncertainty in paragraph 27. According to the content, this paragraph should have been called "the meaning of insects and the origin of arthropods." In our opinion, paragraph 39 "diversity of reptiles: tangential family" is correctly named. But paragraph 40 also had to start with a phrase about the diversity of reptiles.

Editor Rustam Ibragimov in his article "Zoology or the class of birds consists only of blue pigeons (?)". He noted that a third of the thirty-one pages of information about birds is devoted to the blue pigeon.

Of course, birds do not consist only of a pigeon. The textbook gives a general description of the external and internal structure of birds, the feather cover on the example of a pigeon. Other large groups of animals are also studied by the example of one typical representative.The editor must have lost count. Information about the blue pigeon is not a third, but less than one-sixth (5 pages) of the 31-page information.

R. Ibragimov showed that very little is known about snakes, turtles, crocodiles, and in a dry, boring tone. A chameleon that many young people are interested in, but there is no question about the Condor goat at all.

I know a chameleon. But I've never heard of a Condor goat.Did the editor mean the Komodo goat? Indeed, the animal world is very rich in miracles. Unfortunately, it will not be possible to place such information in one textbook. The school textbook gives broader information about animals that are mainly distributed in our country.

Editor R. Dinosaurs, flying reptiles, mosasaurs (?), the fact that Mammoths and other extinct creatures were not called scrap-mime is a serious drawback of the textbook. Instead of paying excessive attention to the study of the lake frog, such topics could also be included.

The editor believes that the study of extinct dinosaurs is more important than the study of the lake frog. But do not consider the textbook as the only source of knowledge that gives information about animals – a multi-volume encyclopedia of the animal world. It is also necessary to use other sources for additional information.

The editor R. Ibragimov concludes that the textbook of biology (zoology) of the 7th grade needs serious editing. But he did not specify which data (scientific, grammatical, terminological, systematic) in the textbook should be edited.

It seems that the editor does not have the time and opportunity to thoroughly analyze the textbook. He is completely unfamiliar with the requirements for school textbooks. For this reason, many of its shortcomings, which are indicated by the textbook of zoology, have no scientific justification.

A school textbook should not be considered only as a product of a single author's work. Many specialists and school teachers took part in the creation of the zoology textbook along with specialists in the field of zoology. Author Dear Editor R.Expresses gratitude to Ibragimov for his active participation in the examination of the zoology textbook and for his unbiased opinion.

Author: Ochil Mavlonov