Presents comments on the balanced instruction of scientific and theological theories (evolution vs creationism), including problems with balanced instruction, position of the National Association of Biology Teachers, and the distinction between science and religion. (DS)

Describes a method to allow direct observation of a chick embryo development from three days to about 17 days of incubation, by culturing the entire embryo in a petri dish. (DS)

Outlines the development and use of micro-teaching tapes as a means of supplemental instruction for college anatomy and physiology classes. Tapes include brief explanations of difficult concepts taken from lectures as students listen to cassette tapes and fill in blanks, or answer questions. (DS)

Describes a laboratory exercise which applies Koch's Postulates to a plant disease, bacterial speck. Includes an explanation of Koch's Postulate, list of equipment needed, advance preparation, outline of the three-week activity, and variations of the laboratory exercise. (DS)

Summarizes the results of a nutrition questionnaire administered to students in grades eight, nine, and 10 (N=490). Results suggest a need for nutrition education, particularly concerning the relationships between diet and health. (DS)

Discusses the use of and recommends a new direction for laboratory work within the context of teaching human ecology for science and social science teachers and compares traditional and human ecological approaches to science laboratory work. (CS)

Discusses various aspects of sea water, including: (1) the properties of sea water, (2) the law of relative proportions, (3) the ocean as a buffer, (4) the oxygen in sea water, and (5) the promise of chemical harvest from sea water. (CS)

Describes a course in which pollutant health impacts are discussed in the context of unifying concepts such as threshold v nonthreshold responses. (CS)

Presents a method which organizes concepts and relates different phenomena to a single model of ecology. Describes how this model is used to explain the overall significance of biological and ecological cycles and its usefulness in helping students to understand the various dangers to and remedies available for an ecosystem. (CS)

Argues for the acceptance and use of a five-kingdom classification system for biology comprised of monera, protoctista, fungi, animals, and plants. Justifies the new system based upon the difference between prokaryotes and eukaryotes. Outlines each kingdom and describes its members. (DC)

Illustrates various ways to adapt commercially or teacher-prepared teaching aids to accommodate the needs of visually impaired students while retaining usability by sighted students. Focuses on tactile changes involving, for example, cutout figures, raised surfaces, and punched holes. (DC)

Suggests that biology teachers can serve an important role in turning humankind from nuclear warfare to peaceful cooperation. Argues that the school should lead the world in teaching about the universal will to live exhibited by all organisms and about the insanity of nuclear armament. (DC)

Introduces a teaching method called guided design which involves a series of problems and solutions with feedback that leads students in a logical sequence through material being taught. Presents 15 worksheets to demonstrate the use of this technique in an introductory ornithology course. (Author/DC)

A biology field course organized to study the effects of the June 1979 Mexican oil spill on the marine biology of the shores of south Texas and Mexico is described, demonstrating how to effectively couple a biology classroom course with a natural or human caused environmental disaster. (Author/DC)

Debates the issue of evolution v creationism, focusing on evolution as fact or theory. Concludes that eminent scientific authorities consider evolution a fact and demonstrates that, in spite of this, writers of college and secondary textbooks refer to evolution as theory. Supports teaching of evolution, not creationism, in science classes. (DC)