Describes procedures and materials for preparing microscope slides. Comments on selection and proper care of slides are also included. (RH)

Lists some reasons why the vast resource potential of entomology remains largely untapped by teachers of general biology. (LS)

Manipulative models are compared to static models as effective adjuncts in learning to identify plant organs and tissues. Results offer statistical evidence that students have more success at learning to recall the names and functions of plant tissues and microscopically identify them if hands-on experiences have been provided. (Author/MA)

Described is the construction and use of an apparatus which applies liquid displacement to the problem of volume determination, giving accurate and repeatable results within 0.1 ml of actual volume measured. The apparatus is easily made from two jar parts, two bottle parts, and a burette. (Author/MA)

A possible solution for classroom plant growth where space and time are minimal. Care and plant propagation are discussed. Several experiments in which bryophyllum can be successfully used are described. (EB)

Argues that the topic of symbiosis has been greatly neglected and underemphasized in general-biology textbooks. Discusses many types and examples of symbiosis, and provides an extensive bibliography of the literature related to this topic. (JR)

Describes the characteristics of Colpoda, a ciliated protozoan which is able to survive in a dry, encysted state for long periods of time. Outlines the procedures for culturing the organism and producing cyst preparations, and recommends its use in the high school biology laboratory. (JR)

Discusses some of the misconceptions that students and instructors have regarding the microscope and provides stepwise instructions to enable the biology student to acquire a sound scientific technique for setting up and using the light microscope with minimal expenditure of time and effort. (JR)

Describes the natural habitat, life-history, and behavior of gerbils. These animals do not drink water, are virtually odorless, can withstand wide temperature ranges, and require minimal attention. As a result they have become popular in research and science classrooms in recent years. (JR)

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)

This is a description of a beginning college biology course for visually impaired students. Equipment for instruction is discussed and methods for using the materials are included. Topics included in the course are chemical bonding, diffusion and osmosis, cell structure, meiosis and mitosis, reproduction, behavior, nutrition, and circulation. (SA)

Describes a game format and procedures for developing teacher-prepared games in environmental education. Uses a game board, place markers, dice, and question and problem cards. Discusses development of learner objectives and preparation of evaluation procedures as well as follow-up tasks in revision. (CS)

Presents a system of introducing students to the study of ecology, using a hierarchical organization of organisms into individuals, populations and communities; and using three phases of the environment--space, energy and matter. Discussed is the usefulness of a matrix system when relationships between ecological subheadings are explained. (CS)