Question 1. List the main provisions of A.I. Oparin’s hypothesis.

In modern conditions, the emergence of living beings from inanimate nature is impossible. Abiogenic (i.e., without the participation of living organisms) emergence of living matter was possible only under conditions of an ancient atmosphere and the absence of living organisms. The ancient atmosphere included methane, ammonia, carbon dioxide, hydrogen, water vapor and other inorganic compounds. Under the influence of powerful electrical discharges, ultraviolet radiation and high radiation, organic compounds could arise from these substances, which accumulated in the ocean, forming a “primary broth”.

In the “primary broth” of biopolymers, multimolecular complexes—coacervates—were formed. Metal ions, which acted as the first catalysts, entered the coacervate droplets from the external environment. From the huge number of chemical compounds present in the "primordial soup", the most catalytically effective combinations of molecules were selected, which ultimately led to the appearance of enzymes. At the interface between the coacervates and the external environment, lipid molecules lined up, which led to the formation of a primitive cell membrane.

At a certain stage, protein probionts incorporated nucleic acids, creating unified complexes, which led to the emergence of such properties of living things as self-reproduction, preservation of hereditary information and its transmission to subsequent generations.

Probionts, whose metabolism was combined with the ability to reproduce themselves, can already be considered as primitive procells, the further development of which occurred according to the laws of the evolution of living matter.

Question 2. What experimental evidence can be given in favor of this hypothesis?

In 1953, this hypothesis of A.I. Oparin was experimentally confirmed by the experiments of the American scientist S. Miller. In the installation he created, the conditions that supposedly existed in the primary atmosphere of the Earth were simulated. As a result of the experiments, amino acids were obtained. Similar experiments were repeated many times in various laboratories and made it possible to prove the fundamental possibility of synthesizing almost all monomers of the main biopolymers under such conditions. Subsequently, it was found that, under certain conditions, it is possible to synthesize more complex organic biopolymers from monomers: polypeptides, polynucleotides, polysaccharides and lipids.

Question 3. What are the differences between A.I. Oparin’s hypothesis and J. Haldane’s hypothesis?

J. Haldane also put forward the hypothesis of the abiogenic origin of life, but, unlike A.I. Oparin, he gave primacy not to proteins - coacervate systems capable of metabolism, but to nucleic acids, i.e. macromolecular systems capable of self-reproduction.

Question 4. What arguments do opponents give when criticizing the hypothesis of A.I. Oparin?

Unfortunately, within the framework of the hypothesis of A.I. Oparin (and J. Haldane too) it is not possible to explain the main problem: how the qualitative leap from inanimate to living occurred.

Grade 10

Lesson type - combined

Methods: partially search, problem presentation, explanatory and illustrative.

Target:

Formation in students of a holistic system of knowledge about living nature, its systemic organization and evolution;

Ability to give a reasoned assessment of new information on biological issues;

Fostering civic responsibility, independence, initiative

Tasks:

Educational: about biological systems (cell, organism, species, ecosystem); history of the development of modern ideas about living nature; outstanding discoveries in biological science; the role of biological science in the formation of the modern natural science picture of the world; methods of scientific knowledge;

Development creative abilities in the process of studying the outstanding achievements of biology that have entered into universal human culture; complex and contradictory ways of developing modern scientific views, ideas, theories, concepts, various hypotheses (about the essence and origin of life, man) in the course of working with various sources of information;

Upbringing conviction in the possibility of knowing living nature, the need to take care of the natural environment, and one’s own health; respect for the opponent's opinion when discussing biological problems

REQUIREMENTS FOR LEARNING OUTCOMES -UUD

Personal results of studying biology:

1. education of Russian civic identity: patriotism, love and respect for the Fatherland, a sense of pride in one’s Motherland; awareness of one's ethnicity; assimilation of humanistic and traditional values ​​of multinational Russian society; fostering a sense of responsibility and duty to the Motherland;

2. the formation of a responsible attitude towards learning, the readiness and ability of students for self-development and self-education based on motivation for learning and knowledge, conscious choice and construction of a further individual educational trajectory based on orientation in the world of professions and professional preferences, taking into account sustainable cognitive interests;

Meta-subject results of teaching biology:

1. the ability to independently determine the goals of one’s learning, set and formulate new goals for oneself in learning and cognitive activity, develop the motives and interests of one’s cognitive activity;

2. mastery of the components of research and project activities, including the ability to see a problem, pose questions, put forward hypotheses;

3. ability to work with different sources of biological information: find biological information in various sources (textbook text, popular scientific literature, biological dictionaries and reference books), analyze and

evaluate information;

Cognitive: identification of essential features of biological objects and processes; providing evidence (argumentation) of the relationship between humans and mammals; relationships between humans and the environment; dependence of human health on the state of the environment; the need to protect the environment; mastering the methods of biological science: observation and description of biological objects and processes; setting up biological experiments and explaining their results.

Regulatory: the ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive problems; the ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on coordinating positions and taking into account interests; formation and development of competence in the field of use of information and communication technologies (hereinafter referred to as ICT competences).

Communicative: the formation of communicative competence in communication and cooperation with peers, understanding the characteristics of gender socialization in adolescence, socially useful, educational and research, creative and other types of activities.

Technologies : Health conservation, problem-based, developmental education, group activities

Techniques: analysis, synthesis, inference, translation of information from one type to another, generalization.

During the classes

OSI tasks

Show the role of experiment in resolving scientific disputes about the origin of life.

Use the educational and educational function of experiment as a teaching method in the educational process.

Teach students to find biological patterns by analyzing individual facts in a certain logical sequence.

What a teacher needs to know about the experiment

Statement of the purpose of the experiment

Planning the Experiment

Assembling the experimental circuit

Description of the phenomena and processes observed in the experiment

Proposing a hypothesis

Application of knowledge in solving experimental problems.

Inductive and deductive reasoning and proof

What a student needs to know about the experiment

The difference between experiment and observation

Goal (what we want to find out)

Progress (what we do for this)

Conclusions (what we found out)

Hypotheses about the origin of life

What is life?

Answer. Life is a way of being for entities (living organisms) endowed with internal activity, the process of development of bodies of organic structure with a stable predominance of synthesis processes over decay processes, a special state of matter achieved through the following properties. Life is a way of existence of protein bodies and nucleic acids, the essential point of which is the constant exchange of substances with the environment, and with the cessation of this exchange, life also ceases.

2. What hypotheses of the origin of life do you know?

Answer. Various ideas about the origin of life can be combined into five hypotheses:

1) creationism - Divine creation of living things;

2) spontaneous generation - living organisms arise spontaneously from inanimate matter;

3) steady state hypothesis - life has always existed;

4) panspermia hypothesis - life was brought to our planet from the outside;

5) the hypothesis of biochemical evolution - life arose as a result of processes that obey chemical and physical laws. Currently, most scientists support the idea of ​​the abiogenic origin of life in the process of biochemical evolution.

3.What is the basic principle of the scientific method?

Answer. The scientific method is a set of techniques and operations used in constructing a system of scientific knowledge. The basic principle of the scientific method is to take nothing for granted. Any statement or refutation of something should be verified.

4. Why can the idea of ​​the divine origin of life be neither confirmed nor refuted?

Answer. The process of the Divine creation of the world is conceived as having taken place only once and therefore inaccessible to research. Science deals only with those phenomena that are amenable to observation and experimental study. Consequently, from a scientific point of view, the hypothesis of the Divine origin of living things can neither be proven nor disproved. The main principle of the scientific method is “take nothing for granted.” Consequently, logically there can be no contradiction between the scientific and religious explanation of the origin of life, since these two spheres of thinking are mutually exclusive.

5.What are the main provisions of the Oparin-Haldane hypothesis?

Answer. In modern conditions, the emergence of living beings from inanimate nature is impossible. Abiogenic (i.e., without the participation of living organisms) emergence of living matter was possible only under conditions of an ancient atmosphere and the absence of living organisms. The ancient atmosphere included methane, ammonia, carbon dioxide, hydrogen, water vapor and other inorganic compounds. Under the influence of powerful electrical discharges, ultraviolet radiation and high radiation, organic compounds could arise from these substances, which accumulated in the ocean, forming a “primary broth”. In the “primary broth” of biopolymers, multimolecular complexes—coacervates—were formed. Metal ions, which acted as the first catalysts, entered the coacervate droplets from the external environment. From the huge number of chemical compounds present in the “primordial soup”, the most catalytically effective combinations of molecules were selected, which ultimately led to the emergence of enzymes. At the interface between the coacervates and the external environment, lipid molecules lined up, which led to the formation of a primitive cell membrane. At a certain stage, protein probionts incorporated nucleic acids, creating unified complexes, which led to the emergence of such properties of living things as self-reproduction, preservation of hereditary information and its transmission to subsequent generations. Probionts, whose metabolism was combined with the ability to reproduce themselves, can already be considered as primitive procells, the further development of which occurred according to the laws of the evolution of living matter.

6.What experimental evidence can be given in favor of this hypothesis?

Answer. In 1953, this hypothesis of A.I. Oparin was experimentally confirmed by the experiments of the American scientist S. Miller. In the installation he created, the conditions that supposedly existed in the primary atmosphere of the Earth were simulated. As a result of the experiments, amino acids were obtained. Similar experiments were repeated many times in various laboratories and made it possible to prove the fundamental possibility of synthesizing almost all monomers of the main biopolymers under such conditions. Subsequently, it was found that, under certain conditions, it is possible to synthesize more complex organic biopolymers from monomers: polypeptides, polynucleotides, polysaccharides and lipids.

7.What are the differences between A.I. Oparin’s hypothesis and J. Haldane’s hypothesis?

Answer. J. Haldane also put forward the hypothesis of the abiogenic origin of life, but, unlike A.I. Oparin, he gave primacy not to proteins - coacervate systems capable of metabolism, but to nucleic acids, that is, macromolecular systems capable of self-reproduction.

8.What arguments do opponents give when criticizing the Oparin-Haldane hypothesis?

Answer. The Oparin-Haldane hypothesis also has a weak side, which its opponents point out. Within the framework of this hypothesis, it is not possible to explain the main problem: how the qualitative leap from inanimate to living occurred. After all, for the self-reproduction of nucleic acids, enzyme proteins are needed, and for the synthesis of proteins, nucleic acids are needed.

9.Give possible arguments for and against the panspermia hypothesis.

Answer. Arguments for:

Life at the prokaryotic level appeared on Earth almost immediately after its formation, although the distance (in the sense of the difference in the level of complexity of organization) between prokaryotes and mammals is comparable to the distance from the primordial soup to pokaryotes;

In the event of the emergence of life on any planet of our galaxy, it, as shown, for example, by the estimates of A.D. Panov, can “infect” the entire galaxy over a period of just a few hundred million years;

Findings of artifacts in some meteorites that can be interpreted as the result of the activity of microorganisms (even before the meteorite hit Earth).

The hypothesis of panspermia (life brought to our planet from the outside) does not answer the main question of how life arose, but transfers this problem to some other place in the Universe;

Complete radio silence of the Universe;

Since it turned out that our entire Universe is only 13 billion years old (i.e., our entire Universe is only 3 times older (!) than planet Earth), then there is very little time left for the origin of life somewhere in the distance... The distance to the nearest star to us is a-centauri - 4 light years. of the year. A modern fighter (4 speeds of sound) will fly to this star ~ 800,000 years.

Materialistic theories of the origin of life

The problem of the origin of life does not exist for theories of the eternity of life for the simple reason that these theories erase the differences that exist between living and non-living things. Since these theories proceed from the unity of the living-nonliving complex, for them there is no question of the origin of one from the other. The situation is completely different if we accept the existence of specific differences between living and inanimate matter - in this case, the question of the origin of these differences naturally arises. The resolution of this issue, naturally, is inextricably linked with those ideas that exist about the nature of the differences between inanimate matter and living organisms.

The question of the origin of life for Pflueger, as for modern scientists, came down to the question of the origin of protein substances and their internal organization, which constitutes a characteristic difference between the proteins of living “protoplasm”. The author accordingly examines the differences between “living” and “dead” proteins, the main of which is the instability of the “living” protein, its ability to change, in contrast to the inert “dead” protein. In Pflueger’s time, these properties of “living” protein were attributed to the presence of oxygen in the protein molecule. This view is now considered outdated. Among other ideas about the differences between “living” and “dead” proteins, the scientist focuses on the content of the cyanogen group (CM) in the molecule of the “living” protein, and accordingly, he tries to create an idea about the origin of this fundamental radical for the protein molecule. In accordance with this, the researcher believes that cyanide compounds arose at a time when the Earth was a molten or hot mass. It is at these temperatures that it is possible to obtain these compounds artificially in the laboratory. Subsequently, as the earth's surface cooled, cyanide compounds with water and other chemicals led to the formation
protein substances endowed with “vital” properties.

In Pfluger's theory, now outdated, the materialistic approach to the problem of the origin of life and the isolation of protein as the most important component of protoplasm are valuable. The origin of protein substances can be imagined differently. And indeed,
Soon after Pflueger, other attempts appeared to approach the resolution of this issue from the biochemical side. One such attempt is the theory of English learning.
by J. Ellen (1899).

In contrast to Pflueger, Ellen dates the first appearance of nitrogenous compounds on Earth to the period when water vapor, due to cooling, condensed into water and covered the surface of the Earth. Metal salts, which are of paramount importance for the formation and activity of protein, were dissolved in water. It also contained a certain amount of carbon dioxide, which combined with nitrogen oxides and ammonia. Latest
could have formed during electrical discharges that took place in an atmosphere containing nitrogen.

Already these theories, dating back to the end of the last century, clearly outline the main direction along which the problem of the emergence of
alive.

Independent work of students (at the discretion of the teacher.)

“Studying the issue of the emergence of microorganisms: spontaneous generation or biogenesis?” (according to N. Green).

The purpose of the experiment: to repeat Spallanzani’s research, to give an objective assessment of the theories of spontaneous generation or biogenesis.

Procedure: 4 sterile test tubes with 15 ml of nutrient broth.

A couple:

test tube - open, not heated.

test tube - closed (with cotton wool and foil), not heated,

B pair:

test tube - opened, heated in a boiling water bath for 10 minutes.

test tube - closed (with cotton wool and foil), heated in a boiling water bath for 10 minutes.

Place all tubes for 10 days at 32°C.

Results: examine a drop of broth under a microscope, write down the results.

conclusions

1.Formulate a hypothesis that could explain the appearance of microorganisms in the nutrient broth.

By what factor do test tubes 1 and 2, 3 and 4 differ?

By what factor do pairs A and B differ?

Which test tubes serve as controls?

Do you think that this experiment meets all the requirements for scientific research?

Theoriesemergencelife

Resources

V. B. ZAKHAROV, S. G. MAMONTOV, N. I. SONIN, E. T. ZAKHAROVA TEXTBOOK “BIOLOGY” FOR GENERAL EDUCATIONAL INSTITUTIONS (grades 10-11).

A. P. Plekhov Biology with fundamentals of ecology. Series “Textbooks for universities. Special literature".

Book for teachers Sivoglazov V.I., Sukhova T.S. Kozlova T. A. Biology: general patterns.

Presentation hosting

General conclusions on the theory of A.I. Oparin. Life arose on Earth abiogenically. Biological evolution was preceded by a long chemical evolution. The emergence of life is a stage in the evolution of matter in the Universe. The pattern of occurrence of the main stages of the origin of life can be tested experimentally in the laboratory and expressed in the form of a diagram: atoms? simple molecules? macromolecules? coacervates? probionts? unicellular organisms. The primary atmosphere of the Earth was of a reducing nature. Because of this, the first organisms were heterotrophs. Darwinian principles of natural selection and survival of the fittest can be transferred to prebiological systems. Currently, living things come only from living things (biogenically); the possibility of the re-emergence of life on Earth is excluded.

Slide 7 from the presentation “A.I. Oparin’s Hypothesis” for biology lessons on the topic “Biochemical evolution”

Dimensions: 960 x 720 pixels, format: jpg.

To download a free slide for use in a biology lesson, right-click on the image and click “Save Image As...”.

You can download the entire presentation “A.I. Oparin’s Hypothesis.ppt” in a zip archive of 148 KB in size.

Download presentation

Biochemical evolution

“The emergence of living organisms” - The emergence of bodies of water. The first unicellular anaerobic heterotrophic prokaryotes. Release of substances from a drop into the external environment. Cooling the planet. Unicellular aerobic heterotrophic eukaryotes. A – aromorphosis I – idioadaptation D – degeneration. Rain showers. Coacervate droplets are the precursors of living beings.

“A.I. Oparin’s hypothesis” - Abiogenic synthesis of the simplest organic compounds from inorganic ones. Life arose on Earth abiogenically. Stages of the emergence of life on Earth. Three differences between the primitive atmosphere of the Earth and the modern one: The hypothesis of the origin of life by A.I. Oparin. Biological evolution was preceded by a long chemical evolution.

"The Emergence of the Earth" - Decrease in temperature. Dividing a single universe into parts. Formation of individual galaxies. The combination of a certain number of electrons with protons and neutrons. Formation of a planetary system from the remaining gases and dust on the periphery of the protostellar disk. Evolution of a gas-dust nebula and the formation of a protoplanetary disk.

"Introduction to general biology and ecology. Grade 9." A.A. Kamensky (GDZ)

Oparin-Haldane conjecture. Experimental evidence of the abiogenic origin of life

Question 1. Basic provisions of the Oparin-Haldane hypothesis
According to the theory of the origin of life on Earth, created by A.I. Oparin and J. Haldane in 1924-1927, living bodies arose from substances of inorganic nature in three stages:
1. At the first stage, the formation of organic substances from inorganic substances took place. In modern conditions, the emergence of living beings from inanimate nature is impossible. Abiogenic (i.e., without the participation of living organisms) emergence of living matter was possible only under conditions of an ancient atmosphere and the absence of living organisms. The ancient atmosphere included methane, ammonia, carbon dioxide, hydrogen, water vapor and other inorganic compounds. Under the influence of powerful electrical discharges, ultraviolet radiation and high radiation, organic compounds could arise from these substances, which accumulated in the ocean, forming a “primary soup”.
2. At the second stage - the formation of proteins, fats, carbohydrates and nucleic acids from simple organic compounds in the waters of the primary ocean. In the “primary broth” of biopolymers, multimolecular complexes - coacervates - were formed. Metal ions, which acted as the first catalysts, entered the coacervate droplets from the external environment. From the huge number of chemical compounds present in the “primordial soup”, the most catalytically effective combinations of molecules were selected, which ultimately led to the emergence of enzymes. At the interface between the coacervates and the external environment, lipid molecules lined up, which led to the formation of a primitive cell membrane.
3. The third stage is the stage of life development. At this stage, coacervates (lat. coacervo - collect, accumulate), that is, colloidal drops in which the concentration of substances was higher than in the surrounding solution, began to enlarge and interact with each other and with other substances. As a result of the interaction of coacervates with nucleic acids, cells capable of self-reproduction were formed. protobionts(protein particles that included nucleic acids), which led to the emergence of self-reproduction, preservation of hereditary information and its transmission to subsequent generations; from this moment the period of organic evolution began. It should be emphasized that living organisms are open systems capable of self-reproduction, into which energy comes from the outside. In this regard, it is obvious that the first living organisms were heterotrophs that obtained energy through the anaerobic breakdown of organic compounds. The emergence of the modern atmosphere is directly related to the emergence and development of autotrophic organisms and photosynthesis. Since the emergence of life, a connection has appeared between biological, geological and geochemical processes, which are being studied by Academician V.I. Vernadsky Science "biogeochemistry".

Question 2. What experimental evidence can be given in favor of this hypothesis?
In 1953, this hypothesis of A.I. Oparin was experimentally confirmed by the experiments of the American scientist S. Miller (he was awarded the Nobel Prize in Chemistry for the experimental production of amino acids). In the installation he created, the conditions that supposedly existed in the primary atmosphere of the Earth were simulated. As a result of the experiments, amino acids were obtained. Similar experiments were repeated many times in various laboratories and made it possible to prove the fundamental possibility of synthesizing almost all monomers of the main biopolymers under such conditions. Subsequently, it was found that, under certain conditions, it is possible to synthesize more complex organic biopolymers from monomers: polypeptides, polynucleotides, polysaccharides and lipids. Oparin was the first to conduct a study of chemical reactions that could cause the formation of carbohydrates, fats and amino acids without the participation of living organisms, was carried out by Oparin and continued by Calvin and others. Although, the production of organic substances was carried out much earlier than Oparin and his followers (Wöhler synthesized urea in 1828, Kolbe synthesized acetic acid in 1845, Berthelot synthesized fat in 1854, Butlerov obtained a sugary substance in 1861), but none of these scientists conducted experiments under conditions similar to those that existed in historical times on Earth (atmosphere without O2, strong ultraviolet radiation, giant electrical discharges).

Question 3. What are the differences between A.I. Oparin’s hypothesis and J. Haldane’s hypothesis?
J. Haldane also put forward the hypothesis of the abiogenic origin of life, but, unlike A.I. Oparin, he gave primacy not to proteins - coacervate systems capable of metabolism, but to nucleic acids, i.e. macromolecular systems capable of self-reproduction.

Question 4. What arguments do opponents give when criticizing the hypothesis of A.I. Oparin?
A. I. Oparin’s hypothesis essentially does not explain the mechanism of a qualitative leap from nonliving to living.

The most popular among modern scientists is the Oparin-Haldane hypothesis about the origin of life on Earth. According to the hypothesis, life originated from nonliving matter (abiogenically) as a result of complex biochemical reactions.

Provisions

To briefly describe the hypothesis of the origin of life, we should highlight three stages of life formation according to Oparin:

• the appearance of organic compounds;
• formation of polymer compounds (proteins, lipids, polysaccharides);
• the emergence of primitive organisms capable of reproduction.

Rice. 1. Scheme of evolution according to Oparin.

Biogenic, i.e. biological evolution was preceded by chemical evolution, as a result of which complex substances were formed. Their formation was influenced by the oxygen-free atmosphere of the Earth, ultraviolet radiation, and lightning discharges.

Biopolymers arose from organic substances, which formed into primitive forms of life (probionts), gradually being separated by a membrane from the external environment. The appearance of nucleic acids in probionts contributed to the transfer of hereditary information and the complication of organization. As a result of long-term natural selection, only those organisms that were capable of successful reproduction remained.

Rice. 2. Probionts.

Probionts or procells have not yet been obtained experimentally. Therefore, it is not completely clear how a primitive accumulation of biopolymers was able to move from lifeless existence in the broth to reproduction, nutrition and respiration.

Story

The Oparin-Haldane hypothesis has come a long way and has been criticized more than once. The history of the formation of the hypothesis is described in the table.

TOP 2 articleswho are reading along with this

Year	Scientist	Main events
	Soviet biologist Alexander Ivanovich Oparin	The main provisions of Oparin’s hypothesis were first formulated in his book “The Origin of Life”. Oparin suggested that biopolymers (high molecular weight compounds) dissolved in water under the influence of external factors can form coacervate droplets or coacervates. These are organic substances collected together, which are conditionally separated from the external environment and begin to maintain metabolism with it. The process of coacervation - stratification of the solution with the formation of coacervates - is the previous stage of coagulation, i.e. sticking together of small particles. It was as a result of these processes that amino acids emerged from the “primary broth” (Oparin’s term) - the basis of living organisms
	British biologist John Haldane	Regardless of Oparin, he began to develop similar views on the problem of the origin of life. Unlike Oparin, Haldane assumed that instead of coacervates, macromolecular substances capable of reproduction were formed. Haldane believed that the first such substances were not proteins, but nucleic acids
	American chemist Stanley Miller	As a student, he recreated an artificial environment for obtaining amino acids from non-living matter (chemicals). The Miller-Urey experiment simulated Earth conditions in interconnected flasks. The flasks were filled with a mixture of gases (ammonia, hydrogen, carbon monoxide), similar in composition to the early atmosphere of the Earth. In one part of the system there was constantly boiling water, the vapors of which were subjected to electrical discharges (simulating lightning). While cooling, the steam accumulated in the form of condensate in the lower tube. After a week of continuous experiment, amino acids, sugars, lipids were discovered in the flask
	British biologist Richard Dawkins	In his book “The Selfish Gene,” he suggested that in the primordial broth it was not coacervate drops that formed, but molecules capable of reproduction. It was enough for one molecule to arise for its copies to fill the ocean

Rice. 3. Miller's experiment.

Miller's experiment has been repeatedly criticized, and is not fully recognized as a practical confirmation of the Oparin-Haldane theory. The main problem is obtaining from the resulting mixture organic substances that form the basis of life.

What have we learned?

From the lesson we learned about the essence of the Oparin-Haldane hypothesis of the origin of life on Earth. According to the theory, high-molecular substances (proteins, fats, carbohydrates) arose from non-living matter as a result of complex biochemical reactions under the influence of the external environment. The hypothesis was first tested by Stanley Miller, recreating the conditions of the Earth before the origin of life. As a result, amino acids and other complex substances were obtained. However, how these substances were reproduced remains unconfirmed.

Test on the topic

Evaluation of the report

Average rating: 4.4. Total ratings received: 108.