Describes activities that demonstrate the effects of factors such as wind velocity, water temperature, convection currents, intensity of light, rate of photosynthesis, atmospheric pressure, humidity, numbers of decomposers, presence of oxidizable ions, and respiration by plants and animals on the dissolved oxygen concentration in water. (MA)

Presents task analysis of the laboratory inquiries of the BSCS Yellow Version. Three important deficiencies are identified: (1) Students do not identify and formulate problems; (2) Students get little chance to conduct investigations; and (3) Post-laboratory discussions are not indicated. (MA)

Discusses how muscle can exert an influence on the behavioral potential of an organism and attempts to refute the "all or none law" by demonstrating that skeletal muscle is not merely a slave of the central nervous system. (Author/MA)

Describes the implementation of a computer assisted instruction program at Harford Community College. Eight different biology simulation programs are used covering topics in ecology, genetics, biochemistry, and sociobiology. (MA)

This pilot study done with non-majors in a botany class indicate that: (1) Students with prescribed activities may achieve more cognitive knowledge during the course; (2) Students with a choice of activities may increase their long-term retention and enhance their affective areas of learning. (MA)

Suggests that it is time for biology curriculum planners and teachers to apply theories that explain how students acquire and retain knowledge, especially human information processing theory and the cognitive theories of Piaget. (BB)

The TAPE TUTOR is an electronic device which provides the means for reliable recognition of correct responses to recorded questions. (BB)

Discusses the uses of science fiction in the biology classroom. Included is a bibliography of biological science fiction classified according to topic. (BB)

Describes knowledge and attitudes regarding human genetics and biology among a sample of high school students. Also describes how the tests they use serve their interests in these two topics. (BB)

The results reported were obtained from surveys of high school and college teachers conducted in the spring of 1977. (BB)

Included are a discussion, comments, suggestions, and a list of audiovisual materials related to human genetics. (BB)

Presented are remarks for a panel discussion on sex education. (BB)

Current sex education programs for America's young people are inadequate. Data are presented which support this view. (BB)

Suggests that sex education in schools should be limited to the biological facts of the reproductive cycle. (BB)

Catagorizes sex education topics according to likelihood of acceptance in the curriculum. (BB)