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This document on the undergraduate laboratory biology course is organized into 4 parts. Part 1 deals with the role of investigation in the undergraduate curricula. Chapters in this section deal with the time for laboratory reform; some special considerations in designing laboratory programs for nonmajors; the appropriate laboratory experiences for the biology major; Teaching and learning through investigation; and the concept, origin and current status of the investigative laboratory. Part 2 is involved with the practice of investigative laboratories. Chapters deal specifically with laboratories in the introductory courses at 4-year colleges and universities; investigative laboratories in advanced courses; investigative laboratories at field stations; and investigative activities in 2-year community colleges. Part 3 describes the laboratory curricula in general, with specific chapters on the laboratory curriculum at Marquette University and undergraduate biology laboratories at Massachusetts Institute of Technology. The fourth and final part deals with helping students learn how to investigate. (For related document see ED 064 112 in RIEOCT72). (HS)

THIS CURRICULUM GUIDE DESCRIBES A TWELFTH-GRADE INTERDISCIPLINARY, INTRODUCTORY NUCLEAR SCIENCE COURSE. IT IS BELIEVED TO FILL THE NEED FOR AN ADVANCED COURSE THAT IS TIMELY, CHALLENGING, AND APPROPRIATE AS A SEQUENTIAL ADDITION TO THE BIOLOGY-CHEMISTRY-PHYSICS SEQUENCE. PRELIMINARY INFORMATION COVERS SUCH MATTERS AS (1) RADIOISOTOPE WORK AREAS, (2) NUCLEAR SCIENCE LABORATORY, (3) PURCHASING EQUIPMENT, (4) CONSTRUCTION AND MODIFICATION OF EQUIPMENT, (5) LICENSING AND LEGAL REQUIREMENTS, (6) STANDARDS FOR PROTECTION AGAINST RADIATION, AND (7) THE SAFE USE OF RADIOISOTOPES. THE SECOND PART OF THE DOCUMENT PRESENTS A SUGGESTED SYLLABUS FOR A ONE-SEMESTER COURSE IN NUCLEAR SCIENCE, AND INCLUDES (1) CONTENT OUTLINE, (2) LEARNING EXPERIENCES AND LABORATORY EXPERIMENTS, (3) TEXT REFERENCES, AND (4) AUDIOVISUAL AIDS (ANNOTATED FILM LISTS). SUPPLEMENTARY SECTIONS INCLUDE (1) NUCLEAR SCIENCE REFERENCE MATERIALS, (2) ATOMIC ENERGY COMMISSION (AEC) PUBLICATIONS, (3) FILMSTRIPS PREPARED BY THE RADIATION SCIENCE SEMINAR STAFF, (4) AEC FILM SERIES, (5) SIMPLE EXPERIMENTS FOR HIGH SCHOOL STUDENTS USING THE CIVIL DEFENSE V-700 GEIGER COUNTER, (6) AUTORADIOGRAPHY PROCESSING FORMULAS, (7) NUCLEAR EDUCATION EQUIPMENT, AND (8) NUCLEAR EQUIPMENT SUPPLIES. (DH)

SEVERAL APPROACHES FOR TEACHING BIOLOGY IN EIGHTH GRADE CLASSES WERE COMPARED FOR EFFECTIVENESS IN IMPROVING STUDENT'S CRITICAL THINKING ABILITIES, UNDERSTANDING OF SCIENCE, AND KNOWLEDGE OF MAJOR CONCEPTS AND FACTS. STUDENTS WERE RANDOMLY ASSIGNED TO THREE CLASSES, EACH TAUGHT BY A TEAM OF THREE TEACHERS. CLASS A USED A TEXTBOOK LABORATORY APPROACH WITH EMPHASIS ON LEARNING BASIC CONCEPTS. CLASS B USED NUMEROUS REFERENCES AND EMPHASIZED THE VARIETY OF INTERPRETATIONS OF THEORY FORMATION STRESSED BY THE WRITERS. CLASS C USED A MULTIREFERENCE APPROACH AND EMPHASIZED THE MECHANICS OF THEORY FORMATION. THE STUDY WAS CONDUCTED DURING A 2-YEAR PERIOD. STUDENTS WERE TESTED FOR UNDERSTANDING OF SCIENCE, SKILLS IN CRITICAL THINKING, AND MASTERY OF CONTENT. ANALYSIS OF COVARIANCE WAS USED TO COMPARE PRE-TEST AND POST-TEST RESULTS. RESULTS OF THE TEST ON UNDERSTANDING SCIENCE INDICATED THAT CLASS C MADE SIGNIFICANTLY GREATER GAINS THAN EITHER CLASS A OR CLASS B. CLASS B MADE SIGNIFICANTLY GREATER GAINS THAN CLASS A. CLASSES B AND C MADE SIGNIFICANTLY GREATER GAINS THAN CLASS A ON THE TEST OF CRITICAL THINKING. NO CLASS WAS FOUND TO BE SUPERIOR ON THE TEST OF FACTUAL KNOWLEDGE. THIS ARTICLE IS PUBLISHED IN THE "JOURNAL OF RESEARCH IN SCIENCE TEACHING," VOLUME 4, ISSUE 1, 1966. (AG)

Describes a study that demonstrated that written explanations of responses to formal-concept test items can be used to identify formal and concrete operational thinkers. A high percentage of the students sampled were unable to respond to formal-concept test items. (EB)

Introduces biology teachers to the central ideas of Piaget's theory of intellectual development. Also presents a scheme of biology instruction and classroom procedures based on a Piaget-related theory of learning. (PEB)

College biology students attending an audio-tutorial center with high kinetic structure performed significantly better on achievement tests than students in a corresponding low kinetic structure laboratory. Gives numerous other findings concerning measurable aspects of audio-tutorial settings. (MLH)

This book is written for the person who wishes to study nature with a goal toward involving himself in conservation action. It does not explain what one must do in this regard, rather, it suggests first hand experiences and provides knowledge on which to base his decisions. Part One, Concepts, deals briefly with ecological thought basic to conservation. In addition, biological studies outdoors are defined and encouraged and land requirements for studying life are detailed. Part Two, Techniques, forms the bulk of the book. It stresses methods of observing, identifying, collecting, analyzing, experimenting, recording, and filing data relative to environmental components of natural systems. Emphasis is on what an individual can find out about nature with little or no fancy equipment. Part Three, Responsibilities, gives attention to methods of protecting land, with a chapter on wise use of campus and schoolgrounds for environmental education. Numerous pictures, drawings, and charts further illustrate conservation components. An extensive bibliography for each chapter is appended. (BL)

Examines the model of interacting nerve systems based on a switching theory, which uses a mathematical structure familiar to many high school students and requires little knowledge of biology. Reviews the basic operation of nerves, and demonstrates how Boolean algebraic statements are applied to synaptic interactions. (PR)

Describes why and how science should be taught in the primary school, with particular illustrations for the first grade. Emphasis is given to helping children develop their rational powers, become acquainted with their environment, and develop their observational and descriptive skills. Children in the primary grades learn from manipulating actual objects from their environment; they should be given freedom to explore their own ideas and problems. (BR)

Funder: University of Cambridge | Girton College, University of Cambridge (Girton); doi: https://doi.org/10.13039/501100000621, Funder: University of Cambridge Herchel-Smith Fund, Funder: British Veterinary Association Animal Welfare Foundation Norman Hayward Fund ref NHF_2016_03_KH, The human breast and ovine mammary gland undergo striking levels of postnatal development, leading to formation of terminal duct lobular units (TDLUs). Here we interrogate aspects of sheep TDLU growth as a model of breast development and to increase understanding of ovine mammogenesis. The distributions of epithelial nuclear Ki67 positivity differ significantly between younger and older lambs. Ki67 expression is polarised to the leading edge of the developing TDLUs. Intraepithelial ductal macrophages exhibit periodicity and considerably increased density in lambs approaching puberty. Stromal macrophages are more abundant centrally than peripherally. Intraepithelial T lymphocytes are more numerous in older lambs. Stromal hotspots of Ki67 expression colocalize with immune cell aggregates that exhibit distinct organisation consistent with tertiary lymphoid structures. The lamb mammary gland thus exhibits a dynamic mucosal and stromal immune microenvironment and constitutes a valuable model system that provides new insights into postnatal breast development.

Describes the Inquiry Role Approach for biology in which group work leads to enhancement of attitudinal, social and inquiry skills. (LS)

Describes the nuclear fuel cycle and the environmental and social problems which might result from United States or world dependence on nuclear power. (This is a continuation of SE 514 938.) (LS)

Sown wildflower areas are increasingly recommended as an agri-environmental intervention measure, but evidence for their success is limited to particular insect groups or hampered by the challenges of establishing seed mixes and maintaining flower abundance over time. We conducted a replicated experiment to establish wildflower areas to support insect pollinators in apple orchards. Over three years, and across 23 commercial UK orchards with and without sown wildflowers, we conducted 828 transect surveys across various non-crop habitats. We found that the abundance of flower-visiting solitary bees, bumblebees, honeybees, and beetles was increased in sown wildflower areas, compared with existing non-crop habitats in control orchards, from the second year following floral establishment. Abundance of hoverflies and other non-syrphid flies was increased in wildflower areas from the first year. Beyond the effect of wildflower areas, solitary bee abundance was also positively related to levels of floral cover in other local habitats within orchards, but neither local nor wider landscape-scale context affected abundance of other studied insect taxa within study orchards. There was a change in plant community composition on the sown wildflower areas between years, and in patterns of flowering within and between years, showing a succession from unsown weedy species towards a dominance of sown species over time. We discuss how the successful establishment of sown wildflower areas and delivery of benefits for different insect taxa relies on appropriate and reactive management practices as a key component of any such agri-environment scheme.