Bscs Biology

WORTRESUMES

ED 011 506 SE COO C65 ESCS EIOLOGY--IMPLEMENTATIONIN THE SCHOOLS. EY- GROCMAN, ARNOLCE. ANC OTHERS EIOLOGICAL SCIENCESCURRICULUM STUDYIEOULCER,COLO. REPORT NACER ESCS- CULL-3 FUE CATE JUN 64 ECRS PRICE MF-10.18 HC-$4.16 104F.

DESCRIPTORS- *CICLOGY,*CURRICULUM CEVELOPMENT,*SCIENCE EQUIPMENT, *SECONDARY SCHCCt SCIENCE, *SCIENCEFACILITIES, SCIENCE MATERIALS, SCIENCECOURSE IMPROVEMENT PROJECT, CIOLOGICAL SCIENCE CURRICULUMSTUCY (ESCS), NATIONALDEFENSE EDUCATION ACT, COULCER

INFORMATION FOR TEACHERSANC PRINCIPALS IMPLEMENTING EICLOGICAL SCIENCECURRICULUM STUDY (ESCS) CIOLOGYIN THE SCHOOL PROGRAM IS INCLUDED IN THIS GUICE. THERATIONALE ANC CONTENT OF THE ESCS VERSIONSARE EXPLAINED. PHYSICAL FACILITIES, LACCRATORYEQUIPMENT, ANC LACORATORYMATERIALS THAT FACILITATE TEACHINGESCS DIOLOGY ARE ANALYZED. ADMINISTRATIVE PROCEDURESANC ARRANGEMENTS FORIMPLEMENTING ESCS EICLOGY ARE PRESENTED.(AG) BSCS BIOLOGY--

IMPLEMENTATION IN THE SCHOOLS

This is volume Number 3 ofa Bulletin Series prepared under the auspicies of the Biological Sciences CurriculumStudy he Aitthor.s. ARNoi.0 B. GRolimAN, Director, BSCS PAut. 11 H. Ht'llo, Professor of Education, Stanford Unix ersity

PAti KLIN.61, Executive Associat!., Indiana University F )undation MARGARL r Mc K1litit ti LAWI I.12, formerly Assistant Speciali' for Science, U.S. Office of Education ELBA PALMER, Science Supervisor, City of Baltimore Public Sch:)ols T he Editor Hui IYA GROBNIAN, Consultant, BSCS BIOLOGICAL SCIENCESCURRICULUM STUDY BULLETINNO. 3

U.S. DEPARTMENT OF HEALTH, EDUCATION 8 WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVEDFROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICEOri. EDUCATION POSITION OR POLICY.

BSCS BIOLOGY-

IMPLEMENTATION IN THE SCHOOLS

By Arnold B. Grobman

Paul DeH. Hurd

Paul Klinge

Margaret McKibbenLawler

Elm Palmer

Edited by Hulda Grobman

Biological Sciences CurriculumStudy, Boulder, Colorado "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED By George M. Clark

TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMISSION Of THE COPYRIGHT OWNER."

" 1964 by Biological Sciences Curriculum Study Library of Congress Catalog Card Number: 64-8375 All rights reserved Boulder, Colorado, June 1964 Printed inthe United States of America CONTENTS Chapter Page 1. Introduction, by Elra Palmer 1 2. The BSCS Approach to High School Biology, by Paul Dell.Hurd and Elra Palmer 3 3. Facilities for Teaching BSCS Biology, by Paul Dell.Hurd.. 9 4.Administrative Arrangements for BSCS Biology, by ArnoldB. Grobrnan 53 5. The CCSSO Purchase Guide and BSCS Biology, by PaulKlinge 62 6. The BSCS and the National Defense EducationAct (NDEA ), by Margaret McKibben Lawler 66

Appendix

A. List of BSCS Publicationsas of September 1964 ...... 74 B. 1964 BSCS Revised Laboratory Checklist 76 C. List of Supplies and Equipment for BSCSBiology . 78 D. Number of Minutes per Week in Class for BSCSClasses, 1961-62 89 F. The Director Answers Questions about theBSCS 90 FOREWORD

The Biological Sciences Curriculum Study (BSCS) cussion-oriented, with a de-emphasison lecture and ui;ic orcrini7ed in 1050 hu rho A rote learning. Biological Sciences to seek the improvement of biology education and has been under the chairmanship A large number of highly qualified people have in- of Dr. Bentley Glass of Johns Hopkins University. vested considerable time andenergy in the preparation Major financial support for the BSC'S has beenpro- of 3.S.C.S. High School Biology. We believe that the vided by the National Science Foundation. Aftercon- BSC'S materials can contribute toa substantially im- siderable planning and four years of testing andre- proved teaching of biology in American high schools vising of its experimental materials, the Blue, Yellow The key to the successful use of these materials is the and Green Versions of BSCS Biology, several BSC'S biology teacher and his environment. With thisin Laboratory Blocks, and the BSC'S Biology Teachers' mind, the present collection of reports has bee.pre- Handbook were made generally available in the fall pared specifically for the school administrator who of 1963. wishes to learn more about the BSCS materials and how encourage and assist his teachers in the effect- BSCS Biology represents the cooperative efforts of iveimplementation ofthe I3SCS programinhis outstanding high school biology teachers and research school. biologists. More than 1,000 individuals were involved in the preparation, testing and revision of the hooks, This volume is the third in the BSCS Bulletin Series. pamphlets and films. These curriculum materials con- The titles of the preceding Bulletins are Biological stitute a significant departure from the way biology Education in American Secondary Schools. 1890-1960 has previously been taught in most high schools in and Teaching High School Biology: A Guide to Work- the United States, both in terms of content of the ing with Potential Biologists. For further information course, approach to the subject and implementation about the Bulletins and other BSCS publications and in the classroom. BSCS Biology is laboratory- and dis- programs, inquiries may be sent to the undersigned.

July 1, 1964 Arnold B. Grobman Director INTRODUCTION 1 F,Ira Palmer

Much has been written about the importance of high school curriculum stookssuch as the Physical science education. The need for change and reorien- Sciences Study Committee (BS('),the Chemistry tation of science teaching in the high schools has been Education Materials Study (('HEMStudy) and the obvious for some time. For too long, science has Chemical Bond Approach ((BA)as well as in the been taught in the schools as a body of classified BSCSrepresents a completelynew approachto knowledge rather than as an approachto problem teaching.It represents a complete reorganizationof solving and a means of learning how and why things the subject matter rather than simplya revision of happen in the natural world. The 'ability ofman to existing courses by a cut-and-paste method,with the control nature as well as himself is certainlyone of addition of new discoveries andnew theories as an the great aspects of modern science teaching. appendage to a traditional structure in the discipline. The course materials prepared by the BiologicalSci- We can no longer afford the slipshod approachto ences Curriculum Study (13S('S) representa com- teaching of science in the high schools, for the basic pletely new approach to high school teaching ofbi- fabric of modern society is woven from scientific dis- ology. The emphasis is taken off memorization,ex- covery. Scientific progress has become a pivotal point Le.:-,sive terminology and routine faboratory exercises in world politics. he young people in our schools and is placed on the nature of science,on the men today must learn that science isa dynamic enterprise who have workedas scientists and on scientific in- and they must he challenged by the great conceptual quiry. 1 hese, the BSCS feels,are hest learned in the schemes of science. Their productive adultyears will laboratory and through interaction in meaningful dis- extend beyond the year 2000; whetheror not they be- cussion periods. Because the entire approach of BS('S come scientists, they will nonetheless need a knowl- Biology is new and many of the emphases interms of edge of biological concepts to understand andappre- subject matter are alsonew, itis important for the ciate the world in which they will live. school's administrator to he informed about thi.h-aad structure of the innovations in biology teaching, even Biology occupies a strategic place in the secondary though he will naturally deiegate the details of im- school curriculum. More than 90per cent of Ameri- proving his scienceprogram to the director of in- ca's high schools offer a course in biology and 8 out struction or the curriculum supervisor. of every 10 high school students take biology; this represents a higher proportion of students than is en- This, then, is the major purpose of this Bulletin. rolled in any other senior high school sciencecourse. This volume outlines the changes taking place in the For a majority of students the high school biology teaching of high school biology and indicates to the course is the last formal science course taken. school administrator some ways in which hecan encourage the development of a better biology program. The emphasis in teaching modern high school sci- 13S('S Biology course materials appear to hean ex- encean emphasis which is included in all the new cellent vehicle for the upgrading of high school hiology courses, but the most effectiveuse of these new From the point of view of a science supervisor who classroom materials depends toa large extent on the has been involved in the BSCS program through the support the school administration gives the biology writing and testing stages,I am convinced that the faculty and students. The succeeding chapters of this school administrator and supervisorare key people in Bulletin describe the rationale behind the BSCSma- curriculum improvement in biology and such improve- terials and suggest ideas and information ofa concise ment will be difficult without their informed leader- nature for the school administrator concerned about ship, enthusiasm and interest. and interested in the improvement of his biologypro- gram.

2 THE BSCS APPROACH TO HIGH SCHOOL BIOLOGY Paul DeH. Hurd and Elra Palmer

At no other time in American history has a cur- of Colorado. A 27-member Steering Committee, ap- riculum reform in biology been more urgently needed pointed for 3-year staggered terms, sets general poli- and more vigorously sought than at present. The na- cy, and other committees are responsible for policy ture of biology as a science has undergone momen- concerning such special programs as, for example, tous changes within the span of a kw years. Journal- teacher preparation, test preparation, the special stu- ists refer to the situation as revolutionary, and to the dent, etc. An Executive Committee selected from the growth of new knowledge as explosive. "I hose of us Steering Committee's membership sets policy between who studied biology before mid-centurywillfind Steericg Committee meetings. Most BSCS materials much of today's biology unfamiliar. Discussions on are produced by writing teams, under the direction of genetics are more likely to he in terms of complex a Supervisor; the Supervisor may he either ahigh mo!ccules than on the mating of fruit flies. Organic school teacher, a research biologist or a person con- evolution is thought about in biochemical terms, and cerned with biology education. All writing teams in- the evolution of metabolic processes attracts more include college research biologists as well as high school terest than the sequence of fossils in the earth's strata. biology teachers. All classroom materials go through Discussions about photosynthesis arc as much con- an experimental edition prior to general release;that cerned with events in the dark as in the light. Bio- is, one or more experimental editions are tested in a chemistry and biophysics have provided new research variety of schools before a commercial edition is pre- tools for the study of living organisms. Molecular bi- pared. Materials of more general interest are issued ology excites the imagination of those who seek to through commercial publishers; those for a more re- explainlife. ADT, ATP, ADP and DNA arc new stricted audience are issued through the BSCS. Re- symbols and concepts for the biologists. The teacher gardless of which form of publishing is used, the ma- of biology who fails to portray these achievements, terials remain BSCS materials in the fullest sense, who neglects the conditions of their attainment and since decisions concerning content are always made who overlooks the challenges these new concepts pre- by the BSCS. sent, is not introducing the student to the world in which he lives. BSCS Biology, Blue, Green and Yellow Versions' The Organization of the BSCS To date the major effort of the I3SCS has been The BSCS has worked to reflect the modern trends spent on the development ofBS("Vigh School Bi- and emphases in biology in high school curricula. It ology. 13Itic, Green and Yellow Versions. Each ver- carries out its work primarily through committees, sion is a full one-year course intended for use at the composed of research biologists, high school biology tenth-grade level with average and above-average stu- teachers and others interested in high school biology I AppendixI'includesfurtherdetailsconcerningthe education. Policy is implemented by a small head- RV'S materials and programs inthe form of questions quarters staff located on the campus of the University answered by the litiCS Director.

3 dents; however, they have also been found suitable for And revision based on this experiencewas incorpor- use at the ninth-grade level with above-average stu- atedintothe 1963editionscurrentlyavailable dents. The versions are parallelcourses, of a compar- through regular commercial channels.2 able level of difficulty, but with differing emphases. CON] U.NI AND APPROACH OF BSCS BioLoGY. The PRI; I'ARA'FION OF BSCS Blowov. What should be BSCS texts and laboratory manuals provide curricu- taught in a high school biologycourse, and to what lum materials that me notjustreorganiz,!d from ends? The growth of the science of biology and its conventional hooks but are new in concept andpur- rapid progress in the past fewyears suggest that today pose. The content is up-to-date and reflects the status an education in biology should he different in nature of contemporary biology and the best thinking in from that whichwas taught even a decade ago. This terms of philosophy and objective :;. For too long, bi- means that it must not only he different in biological ologythe science of lifehas been pickled, pressed content, but different in educational purposes and in or embalmed. the methods of teaching and learningas well. A com- One of the questions most frequently asked pletely new and moderncourse is needed; itis too con- late to profit from a mere curriculum revision. cerning the BSCS is: "How does the BSCS High School Biologydifferfromconventionalbiology The manner in which the BSCS Biology materials courses' Briefly, BSCS differs in severalways: First, itis the product of the cooperative efforts of were developed, the extent to which they were tested, teams modified and retested with students and teachers is composed of research biologists, high school biology teachers and other educational experts. Second, it uniqueinAmerican educationalhistory.Writing is constructed on a basis of up-to-datc ideas and teams were organized in 1960, each made up of equal concepts in the field of biology. It is not simply numbers of college and university biologists and high a revision of old concepts and ways of thinking. Third, it places schoolbiologyteachers.Though each writing team utilized a different approach to the high school considerably more emphasis on laboratory work than do traditional courses. Moreover, greater biology course, all remained within the design of the stressis rlaced on exercises of an investigative nature that in- BSCS purposes and themes whichserve as unifying troducL the student to science as threads. The experimental materialswere tested by a process of inquiry, 118 teachers with 14,000 students in 15 geographic rather than on thetraditionalillustrative type of clusters or Centers distributed throughout the country laboratory exercises. The approach to inquirymay he characterized by the liberal use of such expressions in1960-61. Classes were taughtinrural, suburban and urban centers, including schools in the inner of uncertainty as, "we do not know," "we have been core of large cities. Weekly meetings of teachers were unable to discover how this happens," "the evidence about thisis contradictory." Frequently, the BSCS held to discuss the week's class work and toprepare a group reaction report to the BSCS. Teachers pro- materials replace the customary authoritarianstate- vided weekly written reports on text and laboratory ments of conclusions with accounts of the develop- work. Students were tested on specially constructed ment of our knowledge. That is, current views ona teststoreflect emphases of the BSCS materials subject such as genetics are developed step bystep Professional societies and individuals were invited to through a description of the experiments performed, review the materials. the data obtained and the interpretations made of them. The laboratory work is organized toconvey a All of this feedback was used as a basis for the ,ense of science as inquiry. For example, the con- 1961 Second Summer Writing Conference, whichpro- ventional illustrative type of laboratory exerciseis duced the revised editions of the BSCS texts and lab- frequently replaced by simple investigations. Some of oratory manuals. These revised materials were again the investigations treat problems for which the text tested by 500 teachers and their 50,000students in does not provide the answers. They introduce the stu- 35 states and the District of Columbia. Again the dent to situations in which he may participate in the in- various kinds of feedback reports were systematically collected and used as the basis for a further revision 2A detailed report of the 1960-62 evaluation is included in BSCS Newsletter No. 19. September 1963. A report of of the materials during the summer and fall of 196z. the 1962-64 evaluation is in preparation.

4 quiry. A new type of teachingmaterial, "Invitations There are two major aims in studyingany natural to Enquiry," designed to show howknowledge arises science. One aim, the lesser in importance, isto become acquainted with the significantscientific in biology and how itmay be interpreted, are used to facts upon which rest the major concepts and theo- provide specific experience in themany phaseF, of in- ries of science. These are the ideas that haveso profoundly altered our views of man's place in quiry. Each "Invitation to Enquiry"reveals some- nature and'have so tremendously enlarged human thing about the nature of scienceas well as adding to powers over the forces and resources of nature. In the student's understanding of biology. biology, this objective also includesa first-hand acquaintance with living organisms and theout- standing features of their lives. With these purposes in ,mind,nine themes were The other aim is indispensable toyoung scientists selected to convey the content andstructure of bi- and nonscientists aliketo everyone who hopesto participate intelligently in the life ofa scientific age ology. These unifying themesare common to all ver- which so constantly demands difficult decisionsand sions and reflect the goals ofan education in biology: real wisdom. This second objective isto know what science really isto recognize its spirit andto ap- science as inquiry preciate its methods. Science is not magic,and a scientific civilization surely willnot endure if most intellectual history of biologicalconcepts people of intelligence regard scienceas a sort of change of living things through timeevolution magic. la is a wayor a composite of diversity of type and unity of pattern in living of finding out many ways things reliable, confirmed knowledge about all natural phenomena. It is compoundedof genetic continuity of life the observations of the humansenses and the in- complementarity of organism and environment ferences and deductions thatcan be derived from biological roots of behavior such experiences.3 complementarity of structure and function regulation and homewlasis----the preservationof Since the BSCS coursesare new ire concept and life in the face of change purpose, they must be taught in a manner and style The first two themesconvey the logical structure of that may be quite different fromthose used in con- the course; the others define thecontent. Each ver- ventional biologycourses. The teacher of BSCS Bi- sion of BSCS Biology is built aroundthe same basic ology finds his clues for classroom practicein the na- themes; the differenceamong the versions is one of ture of the structure of modern biology, in itsmodes emphasis and the content of all threeis up-to-date of inquiry, its theories and models,its concepts and and reflects the status ofcontemporary biology. the relevant facts. It is expectedthat the course shall be taught as a science andpresented in a way char- The organization of BSCS Biologyaround these in- acteristic of an experimental science.In describing tegrating themes which extend throughoutthe course, this approach to biology, JosephJ. Schwab, Super- requires that the content be presentedin a particular visor of the BSCS Biology Teachers.'Handbook, sequence. In BSCS Biology, ideas andconcepts are comments: developed through a series of learning cycles; stu- The gross implication of this revisionaryprocess dents utilize knowledge learned inthe earlier parts for science education is frighteninglyobvious. It of the course to build toward means that the notion of coverage, of conveying a deeper understanding the current knowledge ofa field, which was once of the same concepts later.The diverse data needed the essence of science teaching, iscalled into ques- to develop concepts are presented tion. It means thatexpertise,authoritative posses- at the point when sion of a body of knowledge abouta subject mat- they arc likely to be bestunderstood and utilized by ter. is no longer enough to qualifymen as the best students. teachers of science.It means that the education of the science teacher must be somethingmore than, perhaps something quite differentfrom, the In BSCS Biology, there isgreater emphasis upon inculcation of conclusions, and training inways molecular and cellular biology,the world biome, the and means to pass them on. Itmeans that time- hallowed instruments of instructionthelecture biological community and thestudy of populations, which aims to he simple, clear and unequivocal; in contrast to conventionalbiology courses where the the textbook which aimsto eliminate doubt, uncertainty and difficulty; the test which aimspri- stress is at the organ and tissue level ofbiology. In marily to discover what the student knowsand traditional courses at least halfof the time is taken how he applies what he knows abouta subject these will be inadequate or even inappropriatefor with the applied aspects of biology,while minimizing much science teaching.4 attention to basic ideas. 33.S.C.S. High School Biology, The Laboratory,1960-61 experimentaledition,BlueVersion, GreenVersionand BSCS Chairman, Dr. BentleyGlass, describes the Yellow Versio 1. BSCS objectives in thisway: 'Joseph J. Schwab. "Some Reflectionson Science Educa- tion,"BSCS Newsletter,No. 9. September 1961. 5 If the understanding of concepts and the develop- -contributeto an understanding ofthe many ways to investigate biological problems ment of inquiry skills are accepted as major goals for provide experience in how data are gathered. the teaching of biology, the manner in which the ordered and displayed -raise problems as well as answer questions course shall be taught is then defined. The demand is --provide experience in independent learning for a classroom situation that stimulates questions, invites speculation and utilizes procedures of inquiry In the BSCS courses, data are gathered in the as learning activities. The teacherisa director of laboratory according to a plan, then used in combina- learning rather than a commentator upon the facts of tion with existing concepts to either clarify or extend biology. More is demanded of the student than just their meaning. The work of the scientist in the labora- the ability to define terms and to relate structures to tory is that of testing ideas or seeking understanding. functions. An understanding of biological concepts The methods of inquiry used are those that offer some must arise from the student's own efforts and from promise of success, but failures are usually more com- his own intellectual activities. This means, then, that mon than successes. The BSCS has developed a plan the center of activity in the classroom is the student, of laboratory work that provides many opportunities and the teaching facilities should be planned around for students to engage inscientificinquiry. Wide the learning procedures used by students. use is made of laboratory experiments that provide quantitative data which require interpretation and explanation. THE BSCSLABORATORY.In the conventional biology course, most of the laboratory exercises are of a de- Such laboratory activities are in contrast to a lab- scriptive or illustrative nature. Specimens are exam- oratory situation that consists of a routine for gather- ined grossly or microscopically and their structure is ing predetermined data that are to be fitted mechani- noted. Models and charts are frequently used either cally into specified blanks. The introduction to the as substitutes for direct observations or to supplement laboratory manual in the experimental editions con- them. A reasonably accurate drawing of the observed tained this statement: specimen, properly identified and labeled, is used as I he laboratoryis where the work of scienceis evidence that the work has been done and that the done. where IN spirit lives within those who work student's understanding of biology has been enhanced. there. and where its methods are transmitted from one generation to the next. One does notreally learn science from hooks: one learns science by asking nature the right questions. And the labora- The value of observational and illustrative exer- toryisthe place where one learns most readily what questions can he asked fruitfully. and how cises in biology is not denied. But since much of the they must he put. Itis where one learns why sci- work is done with non-living organisms, its import- enceinsists on precisemeasurements. accurate ance for understanding the nature of life processes observations. and conciseness and clarity in communication., is limited. The study of living things as they are found in nature is always a possibility, but then very few To fully achieve purposes of this kind would re- high school students have had this experience. In quire a new approach to high school biology labora- BSCS Biology courses, one purpose is to provide an tory work, a new kind of biology laboratory designed authentic experience with living forms through care- for the BSCS course and also taking advantage of the fully planned laboratory and field studies. biological resources of the community. Other BSCS Materials" In BSCS Biology, the place, nature and importance of laboratory experience in the learning of biology has The BSCS has prepared other materials for high been re-defined. The entire effort has been one of school biology teachers and students. The Blue, Green developing laboratory activities that provide an op- and Yellow Versions of BSCS Biology each includes portunity for revealing a valid image of biological in- a text and a laboratoiy manual which may be bound vestigation. Scientists use the results of laboratory experiments as a primary source of knowledge and un- 5/ISCS High School Bio/o,,y, 1960-61 experimental edi- derstanding. The BSCS writers felt that work in the tion. op. cit. (Appendix A lists complete titles of BSCS publications laboratory should: and the respective publishers.

6 It

separately or together, but which are complementary, Biology course and may be used as a classroom re- with the laboratory representing an integral portion of source for supplemental reading or for teacher back- the presentation. Each has a series of tests specific ground information. to t'version and reflet.ting the types of learnings the BSC',3 is concernel with. There are also two end-of- A Single Topic Film Series is presently being de- course tests,the BSCS Comprehensive Final and veloped for classroom use. This will include short Processes of Science I est, which reflect the broad- silent iilms of 4 to 8 minutes in duration and will er objectives common to the three versions. deal with concepts found in each of the versions of BSCS Biology; the BSCS plans to make these avail- Each version also includes a teacher's guide to the able in 8 and 16 mm. The films are designed to illus- text and laboratory exercises, to aid the teacher in trate concepts which cannot be presented as effectively implementing that particular version. The BSCS has in a book or through laboratory exercises. prepared a BSCS Biology Teachers' Handbook which has general information concerning the philosophy The BSCS Biology versions are intended for the up- of the BSCS, and ways of implementing this philoso- per 65 to 75 per cent of tenth-grade students who phy in the classroom.It also includes background now take biology. Extensive testing has indicated that information needed by the teacher in statistics, chem- the materials are within the academic ability of stu- istry and physics, and a bibliography of classroom dents at or above the 40th percentile on a general films and reference books for the teacher. (The stu- ability test and 4 out of 10 students below the 40th dent volumes include student references.) percentile are also able to handle the course materials. For those students who are not academically able To enrich and supplement BSCS Biology, a series to handle the regular materials, the BSCS is prepar- of Laboratory Blocks has been prepared. Each of ing BSCS Biology-Special Materials (for the slow these is a six-week unit which may be used with any learner ). Experimental editions are currently being of the versions of BSCS Biology. They may also be tested and general release is tentatively planned for used to enrich non-BSCS tenth-grade biology courses. September 1966 or 1967. The blocks are intended to provide the student with a laboratory experience in some depth in a particular An increasing number of schools are developing a area of biology, as,for example, plant growth or second course in high school biology to follow the genetics.7 Innovations in Equipment and Techniques tenth-grade course. The BSCS has prepared BSCS for the Biology Teaching Laboratory is a useful ad- BiologySecond Course, The Interaction of Experi- junct to teaching the blocks. ment:, and Ideas. A prerequisite is a first course in high school biology, preferably one of the versions of A series of research problems has been outlined in BSCS Biology. BSCS BiologySecond Course is not the BSCS Research Problems in Biology series; each intended as an advanced placement course; rather it of the research prospectuses in these volumes outlines is a liberal arts course for those students of average a problem and some possible starting points for prof- and above-average ability who are interested in bi- itable research. "I hese research prospectuses are not ology and want further biology experiences in high meant to be science fair projects. Each problem may school. These experimental materials have been test- take a year or two to complete, and the problems are ed over a three-year period prior to preparation of intended for individual use by those students who are the commercial edition, which will appear in late extremely interested in biology and are willing to de- Spring or Summer 1965. vote considerable out-of-school time to the development of an individual problem. For the teacher, the BSCS has prepared a series of Techniques Films which are intended for teacher In the BSCS Pamphlet Series, eight pamphlets ap- preparation purposes. These help the teacher in mas- pear during the school year. Each pamphlet treats one area of biologyas for example, the origin of life or A more detailed description of the purpose and suggested population geneticsto bring up-to-date information use of the blocks is included inBSCS Newsletter23,in on a single subject. The pamphlets extend the BSCS press.

7 tering laboratory techniques which may not be famil- stitutions or in school systems. The most recent issue iar to him. The films are not intended primarily for in this series is available upon request by personscon- high school classroom use. cerned with teacher preparation for BSCS Biology. To keep interested persons informed of theac- The BiCS is issuing a series of monographs under tivities of the BSCS and new publications that be- the title of B.S.C.S. Bulletin Series. These monographs come available, the BSCS has a periodic Newsletter deal w:th subjects relevant to biology education. The available upon request by interested persons. Also,an present volume is No. 3 in the series. Information Film, The Stor) of the BSCS, is available for free loan to groups who wish to knowmore about The Special Publication Series is concerned with the BSCS.Itisparticularly useful for showing to teacher preparation from the standpoint of theperson parents and faculty in those school systems introduc- responsible for teacher preparation in collegiate in- ing BSCS for the first time.

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ad. FACILITIES FOR TEACHING BSCS BIOLOGY 3 ?aul DeH. Hurd

The planning of biology facilities at the time ofa the achievement of studentson BSCS tests)This science curriculum reform and when there are other does not imply that there isan "ideal" BSCS Biology demands for fundamental changes in the organization room, but it does suggest that a well-planned room of the secondary schools poses many problems.It is which is adequately equipped is needed to foster the unlikely that the traditional biology facilities will he kinds of 'earnings demanded by BSC'S Biology. With- entirely appropriate for modern courses.Itis also out the opportunity to carry out the supporting experi- apparent that the most satisfactory facilities for r w ments of the BSCS courses, there islittle chance of courses have yet to be fully tested. We curl he certain, realizing the purposes of the course. While there is however, that the most satisfactory facilities will he no "best" kind of facility for teaching biology, there those designed to support a particular curriculum with is good planning and good design that make it possi- its unique instructional materials and style of teach- ble for the teacher to realize the goals of instruction. ing. The new biology courses produced by' the BSCS A science room and its equipment are education tools are sufficiently different from most traditional courses essential to effective instruction. to suggest the need for reappraisal of the facilities and resources for teaching high school biology. The first phase in planning a learning environment for biology is to establish the goals of thecourse and The major purpose of this chapter is to illustrate the kinds of teaching activities thatare implied by the influence these changes taking place in the teach- these goals. In BSCS Biology, a major goal is "the ing of high school biology have forthedesignof understanding of science as inquiry." Therefore, the teaching facilities. Some of the new developments in laboratory work should he so organizedas to convey secondary school organizationteam teaching, pro- a sense of ''science as inquiry" by engaging the stu- grammedlearning,flexiblyschedulingthat have dent in a variety of scientific investigations. There is implications for the design of classroom-laboratories much more laboratory work in I3SCS Rio logy than will he considered; but these are not the focus of the in conventional courses because the major goals of study. The suggestions for design and arrangements the course cannot he easily realized by othermeans of facilities are not intended to be prescriptive; they of instruction. The center of activityin the I3SCS are suggestions which can have many variations. classroom is the student rather than the teacher, and Moreover, they are recommendations that will make consequently the teaching facilities must he suppor- it possible for any biology course to he taught with tive of the learner. maximum effectiveness. It is also necessary to consider the most appropri- Planning BSCS Biology Facilities atefacilitiesforefficientlearning.Inthe BSCS courses, there is no sharp distinction between discus- The BSCS research staff has found that the ade- quacy of laboratory facilities is a significant factor in 18.51"..S. Newsletter. No. 19, September 1963. 9 sion and laboratory work. The major activities of the effective for sterilizing. Microscopesmust be stored student are those associated with inquiry and these separately from chemicals. And the handlingof speci- cannot be distinguished as either a discussionor a mens as mounts, skeletons, skins or preserved is dif- laboratory activity. In BSCScourses, there are many ferent in each case. Since the bestteaching of biology ways by which data may be gathered: from extensive is done from living organisms, andsince living or- reading, direct observation ofan organism, a film or ganisms require time togrow and develop, this neces- photograph, an investigation,a teacher, a textbook, sarily increases thespace requirements for the teach- an experiment or demonstration, specimens, models ing of biology. Thereare also special problems of or charts, and the field. The organization and inter- lighting and ventilation, and of humidityand temper- pretation of the data that have been collected isa con- ature control. These are all problems thatillustrate tinuing activity and cannot be designatedas either a the need for careful planning andspecial care in the class or a laboratory function. Since this continuous design of biology facilities. Theyalso show the im- pro,..css involves utilization of such a wide variety of portance of having several experienced biologyteach- instructional resources, the place where biologyis ers who can assist the architect in the development of taught must be flexible and adaptableto accommo- the educational specifications. date the many learning activities taking place at one The majority of high schools constructed time within the sameroom This suggests that a mul- tod4y ti-purpose or combination classroom-laboratory are expected to serve the district for 40or 50 years room at least to the year 2000. The rate is most suitable for teaching biology. at which the science of biology is advancing and teaching procedures Since modern biology courses emphasize investiga- are improving, make it obvious that the biologycur- tion, development of inquiry skills and independent riculum will be reorganized severaltimes between learning, the learning areas for the studentmust be now and the time a school may be abandoned. To carefully planned to provide for these. Amplework prevent the physical facilities from graduallyimped- space is needed to set up experiments and leave them ing the best possible teaching ofbiology, a science for several days, and for studentsto work together. room should be designed so thatitis adaptable to Student furniture would, therefore, bechosen be- curriculum changes. Oneway that a science suite can cause of itssuitability for supporting the kind of be kept flexible is to plan theuse of available space teaching and learning that takes place in thecourse. in terms of instructionalspace, rather than in terms of It cannot be repeated too often thata biology room fixed units. owes its special characteristics to the unique ways in Flexibility in design to meet curriculumchanges which the teaching and learning ofbiology should can be helped by the use of: occur. nouload-bearingwalls whenever possible In planning facilities for the teaching of biology,a a minimum of dividing walls between such work rationale should be established for theroom design areas as preparation, storage, project rooms, etc. and for all its furnishings interms of their potential non-specialized storage units beyond the need for contributiontowardachievingtheinstructional safety (chemical storage) goals. A teaching space thatcannot be described in protection of delicate equipment (microscopes and this manner is likely to be eithera hindrance to learn- models) ing or educationally sterile. Because ofthe diversity display cabinets and hulk preserved specimens of equipment and materials neededto teach biology, moveable and modular furniture the development of good teaching facilitiesfor biology multipurpose furniture is somewhat more complex thanfor chemistry or service and waste lines locatedso that they may physics. There are living plants and animalsto be be tapped at many places maintained, with eachgenus requiring a different set A science wing or building ina high school is more of survival conditions, Bacteria,coleus, ferns and adaptable in the long run than widely separated sci- algae each require special growingconditions; but ence rooms for each subjectbiology, chemistry, starfish, amoeba, frogs and mice donot survive under physics and general science. At the time of original the same conditions. There is need for refrigeration, construction, plans should be projected fora possible the constant heat ofan incubator and temperatures future expansion of the science wing. 10 The Laboratory-Classroom for Biology throughout this bulletin are based upon a class size of approximately 28 students. The room for teaching BSCS Biology does notre- quire a special arrangement or design beyond that demanded for the teaching of any modern biology SIZE: OF THE BIOLOGY ROOM. The size ofa biology laboratory-classroomisinfluencedby: course in which the subject is appropriately taught as classsize; shape and arrangement ofroom; instructional meth- a "living" science, and the instruction is of an investi- ods to be used; space available in auxiliary gatory nature. It is not the purpose here to prescribe rooms; number of classes using the room per day, and the a specific design but to illustrate and suggest facilities extent to which the room is used for the teaching of for the teaching of biology that are supportive of good other sciences.If sciences other than biology are teaching and learning practices. The facilities pictured taught in the same room, there is need for additional in this chapter are all from schools in which BSCS storage space. Classes taught by procedures that re- Biology was taught during the years of its develop- quire students to use the inquiry and discovery tech- ment. The biology rooms of most of the BSCS ex- niques suggested by the BSCS requiremore space per perimental schools were visited by BSCS staff mem- student than the less effective lecture-demonstration bers, all of whom were experienced biology teachers; method. during visits, notes were made concerning the suitability of the biology facilities in each school. Com- The room which has to accommodatesix or seven ments were obtained from teachers regarding the ad- sections of biology or some first- andsome second- vantages and disadvantages of their room arrange- course biology sections should be larger than one in ments, storage units, auxiliary rooms, furniture, serv- which fewer classes are held. The logistics ofspace ices, equipment and other items; their suggestions are requirements for growing plants, living cultures and given in the following pages. continuing experiments serve to illustrate the problem. If there are to be separate storerooms, outdoor The concensus among the BSCS teachers was that laboratories, a greenhouse, a preparationroom and the most effective student iearning was accomplished a project room associated with the laboratory-class- when the class size did not exceed 30 students, and room, then the size of the classroom may be reduced. they indicated that 28 students was preferable. A study by the BSCS research staff showed that class- If the biology room must have separate sections size was related (significant at theIper cent level) for discussions and laboratory work with two separate to the learning of students as judged by cr. J-term sets of furnishings, more space will naturally be re- comprehensive tests of achievement on biological ma- quired than if these instructional unitsare combined. terials and the mastery of desired skills.' Thus, the (Figures and 2.) In BSCS Biology, the students suggestionsfor theplanning of biologyfacilities use a with. variety of learning resources, and carry on more actively in the learning process than is typi- cal of classes taught by conventional teacher-cen- tered techniques. Therefore, a BSCS class requires more aisle space, more student work surface, and

Fig.1. Perimeter arrangement of lab tables with tabletchairsfordiscussions. Whitingham High, Jacksonville, Vt.

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Fig.2. Movable two-place lab-classroomtables. Note A-C receptacles in floor. Abraham Lincoln High, Denver, Colo. more shelves for reference books than are usually found in standard biology rooms. rEalIMMOSIMINIMMININ work counter prepUrUI,,n Schools designed to accommodate a team-teaching approach in biology require a different organization O O 0 of instructional space since there is a different con- 0 O O O plEM11.1. cept of teaching. Rooms designed for a perimeter 0 O O O (-) O arrangement of laboratory counters, or those to ac- 30 0 0 commodate island laboratory tables will again have C.) O O 0 different space requirements for the same number of O O 0 roue students. A room approaching a square in shape is 0 O O 0 more manageable than a long narrow room of equal O O O floor space. This isthe present trend today, and stt dent Ir 1,, rot, r y rob' s will aid greatly in creating efficient classrooms. Sepa- rate class and laboratory rooms represent other kinds 111M11111111111111111111111111111111111imium of problems in space management. Some possible arrangements of biology classrooms arc shown in Figures 3, 4, 5, 6, 7a, 7b, 8a, 8b, 9, 10, 11.

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Fig. 3,4.5,6. Floor plans for furniture arrangement of hiology lab-classroom. BSCS Newsletter No. 9.

12 7a,7h. Classroom-lab with lab tables atrear of room; note sliding chalkboard in lab area. Note the use of window counter, number of storage cabinets and darkening blinds. Northport High, N. Y.

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Fig.10. Six-place tables in combination lab-class- -111111111,416 room. Mercy High, Baltimore,Md.

Fig.I I. Movable tables easily arranged for group work Huntington High, N. Y.

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14 LABORATORY-CLASSROOM TRAFFICFLOW. The term student station.I 24 "science in action" describesBSCS Biology teaching. Students are expectedto carry out their own experiments and, in part, to direct theirown learning. The amount of equipment and the variety ofmaterials used in these experimentscan create a student traffic problem unless the laboratory-classroomis carefully planned. Ample aisles will helpto solve the problem, but the proper planning ofstorage facilities for equipment and supplies is more important. If as many suppliesas possible are stored at the point of usage, traffic is minimized.In-room storage of frequently used materials is muchmore convenient than dispensing materials froma storeroom. Locating storage cabinets and draverspace around the perimeter of the room will reduce traffic byproviding the necessary suppliesnear to the point of usage. (Di- agrams la, b, c.)

Diag.I a, I b, 1 c. Traffic patterns Where materials are distributed fromstoreroom and little in-room storage. Where materials are distributed fromdemonstration table. Where storage is concentratednear student stations.

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A dispensing table near the center of the room, or movable laboratory carts which can he stocked with the special materials needed for the day will also serve to lessen the necessity for students to move about the room.( Figures 12,1 3, 14, 15. )

Fig.12. Lab stations with storageintables and close bv minimite student traffic. Note microscope storage cases ontables. Oak Park-River Forest High, III.

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Fig. 13. Supply table properly located in classroom minimizes student traffic during lab periods. North High, Denver, Colo.

Fig.14. In-room storage with supply center and clean-up station at rear. East Brunswick High, N. J. Fig. 15. Tote trays fit as drawers in student desks. East High, Denver, Colo.

/PM ROOM LIBRARY. An objective for teaching is to build BSCS Biology. The Scientific American reprints are interest and habits so that students will be encouraged inexpensive and provide a wide range of reliable up- to continue their learning beyond the contextof the to-date readings for students and teachers alike; and course, since, for most students, their post-course the BSCS has developed a series of pamphlets, each learning for the rest of their lives will be done pri- on a specific area of the life sciences, to extend the marily through reading. The best stimulus for read- range of specialized biology readings available to . ing is that it serves an immediate purpose, thatis, students. it helps to provide data or ideas on the problem under study. The biology classroom is the most logical place A classroom reading and reference center accom- to learn the proper use of biology books and maga- modating four to six students is one way of providing zines. Also, to conduct classes using an investigatory the classroomlibrary. Whatever the arrangement, approach to learning requires that hooks and other thereis need for bookshelves, a magazine rack, a reference materials be available as they are needed. table with chairs and a set of file drawers for reprints This means that a science library is needed in the and pamphlets. Where adjoining biology rooms are laboratory-classroom. planned, it may be more useful to have a small library Materials for the science library might include the room accessible from each classroom. (Figures 16, supplemental references at the end of each chapter in 17, 18.)

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Fig.16. Science library and reading roomserving all sciences. Yuba City Union High, Calif.

Fig.17. Classroom reference libraryis important for an investigatory approach. Loveland High, Colo.

18 STUDY CARRELS. With the emphasis upon independ- For the learning of biology, carrels have been ent study and investigation in the school science pro- designed as self-instructional centers. Films and slides gram, classrooms are being planned and furniture is can be viewed without disturbing other students; being designed to provide a degree of privacy for the reference materials and programmed textbooks are student. shelved in the carrel along with charts, models and livingspecimens.Almosteverythingneededfor the learning in a particular instructional unit is at the student's finger-tips. (Figures 19, 20.)

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Fig. 18. Arrangement of facilities for team teaching. Fremont High, Sunnyvale, Calif.

Fig.19. Carrels provide a place where equipment and materials for individual research projects may he left undisturbed. These were student built. Chevy Chase Senior High, Md.

Fig. 20. Carrel designed as an independent study center. Book and supply shelves can he rotated to serve six students in the unit. Note slide projector and screen arrangement. Littleton High, Colo.

19 There are many variations of the study carrel or large and small groups. When large groups are in cubicle. Typically, this is a study area approximately session, several teachers are likely to be free, and three feet wide and two feet deep with bookshelves thus to require a place to meet so that they may available at the back or sides of the carrel. The blind- prepare and organize instructional materials for the ers that separate carrels are slightly higher than the classes that follow." eyelevel of the student, thus providing essential visual privacy. Carrels are frequently equipped with Whatever the plan or arrangement for team-teach- a desk lamp and electrical outlets. Carrels located in ing, there is need for a different kind of science facili- project rooms or project areas are often equipped as ty than that found in traditional high schools. There is minature laboratories with gas and electrical outlets, need for a room large enough to accommodate 80 shelves for chemicals, limited storage for small equip- to 125 students and equipped so as to permit use of a ment and a lockable drawer or two. Primarily, carrels wide range of audio-visual aids. This means space provide a place where the set-up for experiments for a large projection screen, open- and closed-circuit may be left partially protected for a period of time. television, equipment to project demonstrations, dis- There is also the psychological advantage of provid- playcenters, a large well-equipped demonstration ingthe student engagedinindependent research table specially lighted to increase thevisibility of with a place of his own. demonstrations, easy access to storeroom, tiered seats for students if the room is extra large, stations for TEAM TEACHING AREAS. An exploratory venture cur- the assisting teacher and aides and a chalk board that rent in educational circles is that of team teaching. is visible to the entire class. All commonly used audio- Much has been written about the educational poten- visual and science equipment should be housed in tialities of team teaching, but at this time there is little or near this large instructional room. data to demonstrate its actual value for the teaching of biology. However, the reasoning is that the wide Study centers for students should include a variety differences in the preparation of biology teachers and of areas such as laboratory space, conference room, the special interests of each teacher could be used to library area, carrels, project room, display centers advantage in teaching a high school biology course in and an instructional area for small groups of 10 to this way. Teachers trained primarily in ecology would 20 students. The teachers' preparation room, the re- do the field work for several classes, and the teacher source center, the outdoor science court, the store- with a strong background in biochemistry might di- room, and the live plant and animal centers should rect the laboratory work on photosynthesis for all the be planned with access to both the large and small biology teachers. However, insofar as BSCS Biology group instructional areas. In general, the conventional is concerned, if team teaching is used, it should be block arrangement of rooms as a series on one or kept in mind that lecture-demonstrations are not con- both sides of a hallway is not easily adaptable to team sidered the most effective method of presentation and teaching, since the space arrangements are too inthat students should have a maximum opportunity flexible. The style of team teaching planned for the for laboratory and field work in biology and the school will determine the feasibility of low partitions, chance to pursue individual interests. moveable storage walls, curtain separators, non-load- bearing walls, or combinations of these for separating the instructional areas. The team-teaching concept provides for class sizes of 50-100 for seeing and listening activities, and Back-to-back scheduling of two biology classes for groups of 5 to 10 students for carrying out re- so that the classes may meet as one when desirable search on special topics.In theory, thereis more might require a different organization of facilities. If time for attention to the individual student, more science classes other than biology are also using team time for teachers to prepare instructional material teaching, the design would again be different. and better opportunities to capitalize on the talents of the master teacher. In a team-teaching program, there is a great deal of moving about on the part of the 3A further discussion of team teaching appears in Chapter students, as a result of the forming and dispersing of 4 pages 55-56. 20 Fig. 21. Large room for team teachingwith tiered seating for 150 students. Fremont High, Sunnyvale, Calif.

Fig. 22. Lectures, demonstrations,tests and films are presented to five biology classes atone time. Homestead High, Cupertino, Calif.

Some examplesofteam-teachingfacilitiesare shown in Figures 18, 21, LOCATION OF BIOLOGY FACILITIES. A biologyroom is best located on a ground-level floor from which thereisaccess to the out-of-doors. The outdoor laboratory, greenhouse, animal room, pond and other accessory institutional spaces should be easily available to the laboratory classrooms. The biologycom- CLASSROOM-LABORATORY EQUIPMENT FOR BIOLOGY. plex should be thought of as a natural science center, The major equipment required for the teaching of with each unit providing an appropriate learning BSCS Biology is not much different from that found resource for the study of biology. in any well-designed and adequately equipped biology The orientation of a biologyroom can only be room which reflects an investigative approach to the generalized. There must be ample light for the growth subject. Careful planning in the arrangement and lo- of plants and the proper maintenance of aquaria, but cation of equipment and furniturecan result in a directsunlightisnot to the advantage of either. laboratory that will accommodatea greater variety Artificiallight of the proper quality and intensity of learning activities and at thesame time be more is in most instances better thancan he obtained by efficient.Thepicturesofbiologyrooms found natural means. The greenhousemay be located to take throughout this bulletin represent furniture and equip- advantage of natural light, unless excessive heator ment arrangements that have proved to be functional extreme cold temperatures are a factor. With the in at least one school where BSCS Biology is taught. change of seasons, the conditions of light andtemper- However,administrators,architectsandteachers ature will always vary in a growing area and become should view these pictures as asource of ideas and more or less ideal for specific varieties of plants and not as blueprints. (Figures 23, 24, 25.) animals. Both cactus and fernsare not likely to be STUDENT LABORATORY STATIONS. The mosteco- successful under the same growing conditions,nor nomical arrangement of student stations isa combina- will frogs or lizards. Even differentareas of a labora- tion desk serving both class and laboratory functions. tory-classroom have different micro-climates andare This equipment is widely available throughcommer- more suitable for the maintenance of one variety of cial companies in a variety of sizes and styles, in organisms than another. Advances in lighting,temp- moveable and fixed units, with or without services, erature and humidity controls and in air-conditioning and with or without storage units. Tablesare avail- minimize the problem of orientationforbiology able for 2, 4 or 6 students, and other combinations rooms. are possible. (Figures 3, 10, 11, 14.) 21 hg. 23. Well - organised service counter in the biology preparation room. Note hood and oven arrangement. Oak l'ark-Kier Forest High, III. Fig. 24. Service counter in the biology lah-classroom. Homestead High, Cupertino, Calif. hg. 25. Service counter in the classroom-lah. Note built-in hot plate and bulletin hoard arrangement. Riverview High. Sarasota, Fla.

Sonic teachers prefer to have separate furniture for class and laboratory work. This may he achieved in several was: island laboratory benches at therear of the roof iwith a desk area in front( Figures I, 6, 71: or the laboratory work area along the side walls in a arrangement enclosing a desk area in the center of the room( Figures

\SSIMO SI OR . The proper location of supplies in a classroom is a major factor in classroom traffic control and in obtaining maximum time for teaching within a class period. in planning storage 9 I facilities,it should he kept in mind that equipment and supplies change from one phase of thecourse to another, and also with each laboratory block. In the section under tr:iflic control, the principle ofstorage atthe point of usageisoutlined. Further, storage units should he kept as flexible as possible by the use of adjustable shelving and tote trays or other movable containers. One advantage of the perimeterarrangement of laboratory furniture is the convenienceof the storage

space in the wall cabinets. (Figures 7a, 10, 14.) Bi- ology laboratory tables withspecial sections for such community-used equipmentas microscopes, glassware. Bunsen burners, ring stands, scissors,etc. provide another means ofstorage.In 13SCS Biology, students frequently work in pairsor squads. This makes itpossible to distribute thestorage of basic equipment among adjacent studentstations. The display cases within theroom can be regarded as storage units if the specimens therein function in theinstructional programat some point.Strictly museum items are better housed away from the active instructional centers of theroom. (Figure 26.)

Fig 26. Classroom storagecase properly used as a teaching display. Oak Park-River Forest High,Ill. I ig27. Movable plant cart equipped with incandescent and fluorescent lightsMenlo-Atherton High. ( alit

Fig 28. Wall terraria made from display cabinets. Notr fluorescent lighting. ( iranada Hills High. Calif..

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Fig.29. Lab cart equippedfordistributionof microscopes. East High, Denver, Colo.

Fig. 30. Microscopes should he stored in dust-proof cases. Huntington High, N. Y.

Fig. 31. Wide variety of storage units needed fora modern biology course. East High, Denver, Colo.

A self-contained biology room which must house all storage, large equipment, living specimens, etc., and which must also accommodate all class and laboratory teaching functions should have floor and wall space utilizedto the maximum. However, caution must he used to avoid filling the room with fixed or non-movable furnishings, It is muchmore important to have movable furniture where spaceislimited. Equipment can he shifted to meet special requirements and new units may he brought in when changes in the curriculum demand them. The BSCS emphasis upon the use of living plants and animals may require different equipment thanisfound in many schools. (Figures 7, 27, 28.) The all-purpose science room in which general science, biology, physics and chemistryare taught presents a special problem. While itis possible to plan such a room for complete in-roomstorage,it willrequire carefully designed furniture. Betterre- sults will he obtained by planning for maximum in- room storage with a storeroom in addition. A laboratory cartis frequently used as a storage unit,especially for sets of microscopes that must he used in several classrooms. The microscopesare housed permanently on a cart whichcan he wheeled from one room to another. Movable cartsmay he equipped for a variety of purposes suchas portable units for growing trays, animalcages and chemical supplies.It can also he used as a tote-tray unitor as a special supply unit for particular experiments or laboratory blocks. (Figure 29.) Laboratory carts provide a highly flexible storage unit, and, because of their mobility, they can place needed materialsat the 24 center of a work area, thus minimizing student traffic THE CENTRAL STOREROOM.The trend in larger and reducing the timestudents need to get the ma- schools is towarda common storage area for the vari- terials of the day. Severalsupply carts well placed ous sciences. Central storeroomsor storage halls are around the roommay be the most efficientarrange- used to house most of ment for distributing materials the school's science supplies in large classes. and they are arranged withan access from each science room. BSCS Biology requiresthe use of more glassware and chemicals thando traditionalcourses. Whatever the arrangement forstorage, some of Typically, these materials the units must be lockable. are available in the school The storage place for but they arc not alwayseasily accessible, particularly microscopes should be dustproof,and chemicals must if th( y are scattered be stored ina safe manner. Whether the about the school in individual storage storerooms. There are suppliesandequipment used facilities will meet theneeds of thecourse or not in all science classes depends upon the proposed upon occasion and these should curriculum and the style be located ina central supply area. (Figures 32a, of teaching that isto he used. (Figures 30, 31.) 32b, 33.)

Fig. 32a. Commonstorage area for allsciences. Eight science classroomsand labs open from this central storage and preparationarea. Homestead High, Cupertino, Calif.

Fig. 32h. Extension ofa central storage area for a science department. Noteseries of lockable storage cabinets. Homestead High,Cupertino, Calif. Fig. 33. Central stciragearea for science department. Mills High, Millbrae, Calif. Central storageareas are used to keep such large- sized equipment that is not in dailyuse as: refrigerators, stoves, dishwashers, incubators,ovens, auto- claves. Equipment frequently usedby the biology classes is placed ina section of the storage area that is most convenient to the biologyclassrooms. (Figures 34a, 34h, 34c, 34d, 34e, 34f, 34h.) j The preparation area is frequentlya part of the central storeroom, butsome teachers prefer to separate the storeroom and preparationroom while keep- ing them connected. Another possibilityis to screen off a section of thestoreroom as a closed area. In this section are kept such materialsas poisonous chemicals, radioactive isotopes andexpensive equipment. Whatever the arrangement, it is imperativethat ti some storage units he lockable. (Figure 32h.)

To keep the central storeroomas flexible as possible in order to meet changing needs,the divisions of space should bc managed throughmovable storage walls rather than load-hearing walls.All doorways and aisles should he wide enoughto accommodate standard-size laboratory carts. In planningthe storeroom furniture arrangements, consideration should he given to the problem ofproviding adequate super- (11 vision of students. I

Fig. 34. Modern biology requiresuse of a variety of instructionalequipmentmicro-projectors,ovens, sterilizers, refrigerators, incubators,aquaria, models requiring space for use andstorage. 12'7- 0 a. Preparation room showing one side of office. East "% 0 High, Cheyenne, Wyo.

h. Refrigerator and photocopyapparatus. East High, Denver, Colo. c. Microprojector. North High, Denver, Colo.

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I.Drying mcit. Wichita High Southeast, Kan. g. ( harts lahcled and stored in special cabinet. Lab- oratory School. Greeley, ('olo. h. Permancnt installation aquarium 118" x 32" x 15" deep ).Wichita High Southeast, Kan.

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ar-,,, 1,I.lf 4...nreak,s4 t!M miarioadm. rig& Fig. 35. Preparation (14' x 12') and storage areas (12' x 8') in separate but connecting rooms. Mercy High, Baltimore, Md. Fig. 36. Biology storeroom 40' x 36'. Sunset High, Beaverton, Ore. is r =MI/MNImMoso Fig. 37. Preparation room opening onto the lab area in rear of classroom. Wilson High, Portland, Ore.

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M. Fig. 38. Preparation area in projectroom. Refriger- ator with freezing unit is located at right ofcounter. Menlo-Atherton High. Calif.

Fig. 39. Preparation room, Note built-inelectric heating units. Riverview High, Sarasota,Fla.

Fig. 4U. Preparation areaisan integral part of &rronstration center. Teacher's office isat tU left. P Jokfield Central High, Wis.

Fig. 41. Preparationarea. Note garbage disposal unit with sink. Abraham Lincoln High,Denver, Colo.

Fig. 42. Preparation room. MelbourneHigh, Ha.

PROJECT Room. The need fora project area has developed as a result of the demand formore worth- while laboratory experiments. The best ofthese experiments may require working with organismsthat grow, develop and react. Since it takes dayseven weeksfor plants and animalsto develop, there is need for a place where experimentscan he left set up without disturbance. 'the need is even greater when five or six classesper day use the same room and every class is developing continuingexperiments.

29 The BSCSResearch Problems. in Biology series 'late the variety of projects that will be developed contains individual research projects that students may iithin the room. engage in. These investigations require that students have a work space for their equipment and supplies, A common arrangement is to combine the prepara- where they may work during odd hours. The BSCS tion room, the project room and the storeroom into laboratory blocks experiments as well as science fair one large room, with "centers" in the room for pro- projects, also require the continued use of space, jectactivities,preparation,storageand clean-up. and itis not feasible to attempt 11 house all of these (Figures 43a, 43h, 44, 45a, 46b, 47.) activities in the laboratory-classroom. THE CLEAN-VI' AREA.Either within the classroom- A project room is designed as a laboratory room, laboratory itself or as a part of the preparation room, with tables equipped for gas, water and electricity, a cleanup center is needed. Typically, the equipment and with drawers for the storage of project materials. for the area includes a dishwasher and sink, both It also includes considerable storage space and ample equipped withhotwater as well as cold. The sink work surface. Some the laboratory tables should he shouldcontaina garbage-disposalunit.Disposal movable. A shop table with took is an important crocks, drain boards, glassware pegboards and storage part of the furnishingsifnot available elsewhere shelves should he close at hand. There should be in the science suite. The arrangement of furniture and enough space around the cleanup center to accommo- equipment should he highly flexible to accommodate laboratory carts and for the free movement of students and laboratory assistants. (Figure 46.)

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Fig. 43a,4:41. Student project room. Note shoptable and clean-up station. Room k not titled by regular clime. Menlo-Atherton High, Calif.

Fig.44.Biologyproject room.Richfield Senior High, Minn.

.111111111110 Fig 45a,45h.Studentproject room, withvision strip allowing supervision from faculty office area. Homestead High, Cupertino, Calif. Fig. 46. Clean-up area in preparation room. Home- stead High, Cupertino, Calif. Fig. 47. Student project room. Storage and preparation rooms located across hallway. Alamo High, San Antonio, Tex. ?s I

ti DEMONSTRATION AREA. The instructor's demonstration table at the front of theroom is a standard fea- ture of biology classrooms. Equipment for the desks may be obtained in many combinations but typically includes hot and cold water,a sink with a garbage- disposal unit (if not available elsewhere in the laboratory), receptacles for upright rods, electricity,gas and a variety of drawers and cupboards. (Figures 48, 49.) The length of the demonstration table isa matter of preference, since movable laboratorycarts that match the table in height and widthare available, and can be moved in to increase work surfaceas needed. This arrangement is preferred bysome teachers, because laboratory carts can be "set up" in the preparation room and brought in as needed. Thisar- rangement provides a means of having a portable demonstration table that may be used in othersec- tions of the room. (Figures 49, 50.) In laboratories without separate storerooms,an effort should be made to provide ample storagespace close tothe demonstration area. Shelving can be placed behind a sliding chalkboard, chart storage placed under the chalkboard and storage cases located nearby. A permanently mounted projection screen, a chart rail and display units should be near the demonstration center. A jilted projection screen angling away from the wall will improve the picture from an overhead projector. This area is often the location of the teacher's desk and most manufacturers offer a combination teacher's desk and laboratory table. (Figures 51, 52.)

1 Fig. 48. Demonstration taL)lc has storage sections on sides and a garbage disposal unit; master switch on side of demonstration table controls electricity at student stations. Oak Park-River Forest High, Ill.

Fig.49. Demonstration centerinlab-classroom. Note small movable demonstration table, access to supplies atrear of tables, and placement of the television receiver. Evanston Township High,

SO.Movable demonstration table. South High, Denver, Colo.

Fig. S I. Overhead projector allows drawings to be prepared in advance.Noteprojection screen mounted away from the wall and hooked hack at the bottom to correct parallax. Brattleboro Union r , High, Vt.

32. De e..3.A..1.. s 14. 4 I .I.U.041.4.. vv.(' 'NA, V411.0 /oat. 4404/.111,.+04 - oar., N.I.WAL !AU; Gill

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Fig. 52. Charts mounted in wall rack at front of Fig. 53. Walls that teach. East BrunswickHigh, room. Wichita High Southeast, Kan. N. J.

Fig. 54. Hall display cases well lighted and equipped with adjustable shelves; sliding back panels Provision should be made for the locationof the open into classroom. Sunset High, Beaverton, Ore. projection table and the needed electricaloutlets. A permanently mounted speaker anda remote control Fig. 55. New books for the biology library. North for the projectors are also desirable.. High, Denver, Colo. Many science teachers prefer that themaster shut- off valves and switches controlling the serviceson student tables be locatednear or at the demonstration table. Whatever the location of themaster controls, they should be close to the workareas of the teacher. 1;

, STUDENT STATIONS. At thearea where studentsare 51_1140 expected to carry out experiments, there shouldbe electrical outlets placed where they willnot interfere with the work surface. Gasor other heating source should be available at regular intervals. Thesame is true of water and sinks. Each student should have his own storage space, which may be provided by means of desk drawers, tote traysor cabinet space. The table tops should be resistant to chemical stains, andeasy to clean and maintain. The arrangement of student desks should make it possible for a squad of threeor four students to work together. The need for laboratory stools will depend upon the choice of furniture. Stools are most likely to be needed when the classroom and laboratory work areas are separate twits. (Figures 9, 11, 14, 25.) THE DISPLAY AREAS. Displayed materialsare intended primarily to increase interest, raise questions, arouse curiosity and in other ways motivate students Coward the study of biology. A properlyplanned display may become a teaching device illustratinga biological principle, an ecological settingor a taxonomic grouping. Hall displays should be specially planned as teaching demonstrations. (Figures 53, 54. )

33 1 he aquaria. library center and the plant material IlcSh'limit room %kith pools. Note stortrge hies. Ytihd (it t mop Hwh. init room can he orgam/ed as displays for learning as well as serving their usual purposes. *I he new BS( 'S Pamphlets and recent hooks should he featured as faille are ust.Thl display accessories. With proper de- a displa% for a week or k.o after their arrival. Speci- sign and mimagement, a considerahle fraction of the mens stored on open shelves or in glass cases should wall and counter space in a hiology room can hecoMe instnrrtional devices. he arranged 111 the manner of ateaching exhihit rather than as dead storage.I Figure 55. ) \s.I he proper teaching of biology requires ('arses intended primarily for display are More use- that young people have MittiV opportunities to work equipped with museum-type glass doors and fulif with li\ ing plants and ;1111Illak of many kinds. with electrical outlets. i.ive animal and plant display okeep certainplants and animalsalive and units should he planned to provide the appropriate healthy in a classroom, special environmental condi- conditions for healthy maintenance. (See sections on tions MilV he needed. A hiology room is essentially facilities for plants and animals.) a learninglaboratorywithoutwalls:theschool ackhoard and peghoard units are hestdistrih- grounds, vacant lots, parks, ponds-in fact any place uted throughout thelahoratory-classroom. Cahinet where lifeexists should he viewed as an instruc- doors and the hacks of certain display furniture can tional resource for the teaching of hiology. he obtained with a cork surface for displaying pic- Aquaria. One 30-50 gallon, permanently mounted tures, charts,etc. A portahlc easel and amobile aquarium and several smaller, movable aquaria should 34 be available. A saltwater aquarium will requirespe- cial equipment forwater circulation and cooling. A shallow, aquatic table fourto five inches deep is useful for the rearing offrogs, turtles, salamanders and aquatic invertebrates (Figures34h, 56.) Germination and small plant[MN. There is a wide variety of terraria,vivaria and soilunits available through commercial companies.These arc small units suitable for seed germinationand the growing of ru plants that do well under theusual temperature, AY li."41111Pliftime humidity and light conditions ofa classroom. Port- "ft9W.,,a able units that will hold horticulturalflats or flower pots and arc equipped witha light source can be made or purchased. (Figure 27.) Growth chambers.A growth chamber is a mobile classroom greenhouse. The soil traysarc enclosed by a glass or plastic housing, and itis possible to vary environmental conditions to meet the requirementsof an experiment. The intensity and quality of the light, the humidity, the soil temperature and the circulation of air in the growth chambercan be regulated auto- matically. (Figure 57.) Greenhouse.Schools where several classes of biology are scheduled should consider installing a greenhouse. To obtain the best results from experiments involving living organisms, they should be raised and maintained under optimum environmental conditions. Quite properly, the class and laboratoryrooms in a school arc not planned to provide thbest living conditions for plants and animals. Greenhousesare designed to provide conditions in which light, temperature, humidity and air circulation may be regulated. The more precise the control of these conditions, the more costly the greenhouse. In BSC'S courses and laboratory blocks, the range of living organisms is not so great as to require a highly expensive unit. (Figures 5S, 59, 60, 61.)

Fig. 57. Prototype high school plant growth chamber, developed under a National Science Founda- tiongrant, by Wray Darrinconsultationwith F. W. Went, Director, Missouri Botanic Garden, St. Louis.

Fig. 58. Greenhouse entered from biology classroom and out-of-doors. Brattleboro Union High, Vt.

Fig. 59. Detached greenhouse. I.aboratory School, Greeley, Colo.

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Fig. 60. Greenhouse connects with classroom. Note Fig. 61. Plant room. Note lighting arrangement, ventilation facilities. Wichita High Southeast, Kan. humidifier and movable terraria. Maine Township High West, Des Plaines, Ill.

A greenhouse is more usefulifitis planned to evolve in terms of instructional needs, but the space include running water and stillwater for aquatic and required services need to be planned in advance. plants and animals. It should also include space for (Figure 43.) on-going experiments in which students are involved, as well as for growing the living things to be used Animal center. Use of live animals in the laboratory in future experiments. The greenhouse should have carrieswithittheresponsibilityfor proper care; spacefor storageofsoil,pots,flats,fertilizers, specific instructions for such care are includedin tools and relatedmaterials. The equipment of a the BSC'S teacher and student materials. Whether live greenhouse typically includes a sink with a sand trap, animals are to be kept in cages in the classroom or a floor drain, one or more hose bibs, benches, shelves relegated to a special animal room, the conditions for and some means of artificial lighting. The location humane care and maintenance are the same. (Figures of the greenhouse will be influenced by climatic con- 62, 63.) ditions and by the design of the school. It is preferable to be able to enter the greenhouse from the bi- Protozoa, worms, insects and other invertebrates ology room as well as from the school grounds. are animals that can be used for a majority of biolog- Living culture area. An alcoveinthelaboratory ical experiments. Fish and frogs are widely used for classroomor space in the preparation room should experiments and are not difficult to maintain in the be planned as a center for the culture of protozoa, laboratory. White rats, mice, hamsters, guinea pigs small invertebrates, fungi, algae, bacteria and other and small birds provide an opportunity for studies in organisms. Representative equipment within this area behavior, genetics, growth and development, life cycle might be aquaria, live insect cages, incubators, cul- and nutrition. All of these animals must be kept ture jars of various kinds, breeding cages, vivaria, live healthy through proper care. A laboratory animal frog tank, oven and similar items. The management of isa laboratory tool and a very ,delicate one.Its living cultures is more efficient if they are concen- care inust be better than that of a house pet or farm trated in one place. The living culture center should animal from a humanitarian standpoint as well as a 36 preporotion owl ;torrop

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Fig. 62. Animal room. Laboratory School, Greeley, Colo.

Fig.63.Biology suite showing arrangement of facilities. Note plant and animal rooms are distinct units. Lilly Road High, Brookfield, Wis.

scientificstandpoint. The desirable environmental In most schools, the outdoor laboratory is used conditions in the animal room are: as a facility to increase the opportunities for experi- I. clean and sanitary mental work inbiology. A few schools use this 2. controlled temperature (72-75' F), humidity space as a living nature museum, organized and cared (50 -55 %) and lighting for by students. The area is open to all high school 3. adequate ventilation students, and elementary school children are encour- 4.freedom from excessive noise, movement and aged to visit the museum. (Figures 64, 65, 66, 67a, other conditions likely to cause nervous stress 67b.) in animals 5. a vision strip between tiv laboratory and animal room Outdoor laboratory. An outdoor biology laboratory provides a place to raise plants and keep animals under the normal environmental conditions of the region. The area is frequently located next to the biology room and thisis most desirable whenever conditions ermit. The oudoor laboratory can have many variations in the way itis designed and used. It may be a garden area with representative native species and horticulture exotics. The area may be divided into representative ecological communities. It may be used for projects and for conservation studies. A greenhouse may be located here. Enclo- sures for large animals and for birds may beprovided. Work tables,water, electricity,storage units and Fig. 64. Biology room should have a direct access garbage containers arc basic items of equipment. The to the outdoor lab; note adjacent study pond and area should be protected from intruders, forest area. Park School, Brooklandville, Md. 37 Mr,

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Fig. 65. Outdoor labfor preparation, titoragcof fieldtrip equipment and experiment~adjacent to large, lenced plot.Note entrance tothe biology

1 clawoom and the darkeninr San ('arloti ( alit. fig. 66. School !arm med lot biology tiltttlieti. Bur- bank Senior San Antonio, 'I ex. 67a.67h. Area ol the outdoor lab planned tor pertmincni diylay of plant' uticlul for inqructional purpow, and area where experimenk may be con- ducted; note protective fence. Preparation area ol outdoor lab: note preparation table. torage he' electricaloutlet~ and paved work area. Menlo-Atherton High, Cali!.

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A .Se/too/ grounds. "lhe school grounds can be developed into a biology teaching resource, with careful planning. Many plant types may be used in the school's landscaping without violating good landscaping principles. The open areas of the school grounds and the space around buildings represent a variety ofmicro- climates capable of supporting diverse kinds of trees and shrubs. In a park-school type of development, the possible range of plants is even greater. Ponds, pools, streams and artificiallakes further increase the kinds of living organisms to be found on the schoolgrounds.Naturetrailscanbedeveloped around the materiak available and modified according to changes in the seasons.( Page 8 and Figures 68, 69, 70. 71.1

Fig. 68. 'Hie pond. a valuable teaching resource for biology. Brattleboro Union High, Vt.

Fig. 69. Station "30" on nature trail at Forest ,4. Cleveland High. Portland. Ore. 4, Fig. 70. Desert area used for the study of biology. Highland High, Albuquerque, N. Mex. I'll' Girt. kl... I Maidenhair Tree)

Approximate midpoint of Trail 51. 18 cum din. Change to Plant List no 2 (Nentneky Cnlfee tree) aslei--

52. P**,..., (....,.53. Ara.hippo rat any. 1...._ (Pink Horse chestnut ) ( English t home )

47. Car. aril, (Siberian Pftri / ".s Phil. sp. t( Mu( korange ) 19 tun PI ( Plitzer Juniper ) 'Plants not usually found in local la ndsrape pa Inttnp. . 45. . Ft tort 40. VI. ant Plants rarely found in Colnrado. ( Clinkes berry ( Amen( :in Elm) Extremely rare plant for Colorado Indigo bush) '244 44, PLANT LIST 1'1." Arno, Jr .11 Nor Symbol Scientific Name Common Name Type tam cp .. 35, 1 C rat sp. ( European Larchii Crataegus srs Hawthorne S. Tr. C...... /1.MP, 2. Syr per. 43 12 0 Swingy perstra Persian Lilac Sly (Flowering Quince I 42. 34. 3. Sp tie )f ("rat 8piraca ran bound Van Boutin Spirea Sh. Phil ant. sp. (Ainnr en rkt ree C( Haw 4. Lig rut 31 haus pen. Ligustrunt vulgare European Privet Sh. .4., .%;$ 'f: ( Western Yellow Pine) 5. herb tie. Chtap. lirrbrris thunbergi Japanese Barberry Sh. Elea. ang (41 Quince) 4 \ 30-. l.Pinta rd 0. Sp arg. "91 i Sistrara arguta 1%.I '40 Carland Spirea Sit. 20, Frits. sp. -1. ,(Pinon Pine) 4.429 7 Fop hot. Palmier, alba hallearat Bolleana Poplar Tr. Fop. dr 144 2A 8. For sus. Lon sp. Syr oil.ti (ItocilcnMtn.t'n' i Juniper) 11( Forsythia rapers ll'reping Forsythia Sh. 4 8. ion. von Juniperus sroptdorurn 4 CLalt9t; Lilac) 111 Sheri arg. Rocky \ 1 ountain Juniper Evgr. Syr vit. 27. 4110 18. I ( Buffaln Berry) W.For gla. Prim", gladulosa Flowering Almond Sh. Y15. 5, Limey Cranberry bush Lou. tat. 11. .,, . Cdr. occ. Sit. 5 (Tatarian 21. POP.oar. 12.Crat sal Cratargus saligna Honeysuckle) 17. l'inus anis Willow Ilawflawne S. Tr. (CoTtonwood) 4. lug. ( Bristlecono 20. Pie. pun. IICrat mel Crataegns mollis Downy Hawthorne S. Tr. Walnut) 24. l (Cato. Spruce) 14.(' rat sp Cratargus sp I lawthnrne S. Tr. 15. Lon tat. Lonirera formica ('at spec. 23. nii,inan Ihinilsorkle S'i, /Pal. 10.Cat sprr 10 (Catalpa ) Catalpa starinw Northern Catalpa Tr ( Pinar Ile, 17.lug Mg luglans 'aura Limber Pine) Black Walnut Tr. 1/4 18.Vila to 22. 07e,"..7./ Viburnum trifikum American Cranberry bush Sit. Bub del lisSyr. tit Springs pillow 10% Late Lilac Sh. t timbleberry 1 - OM OM OMUM UM OM ..... dllo

Fig. 71. Portion of guide to the nature trail, featur- ing plant varieties in the school's landscaping. East High, Denver, Colo.

40 TEAculAt's Omck. To do the best kind of biology teaching, a teacher needs a place he can call his own. A major cause of unhappiness and dissatisfac- tion among science teachers is the lack of any place in the school building where one can find privacy and work at his job of preparing to teach undisturbed. To hire professionally trained teachers and then fail to provide them with the physical resources which they need to carry on their work is the poorest kind of economy. Teachers have papers to grade, lessons to 4 create, tests and laboratory experiments to devise, reports to do and supplies to order. Good lessons are N not fortuitous; they are the result of careful thinking VI and planning, and they require time to perfect.Itis necessary to refer to hooks and manuals in preparing a lesson, and these should be close at hand. Office space for biology teachers may be provided in several ways as: I. anindividualofficeadjoining the classroom and preparation area 2, a science department office located in the science wing, with individual desks or cubicles for each teacher, and having access to a central preparation room 3. a desk in the storeroom or preparation room is adequate but not too desirable, due to poor en- vironmenUil conditions 4. a desk in the biology classroom with the room unused one or more periods per day so that the teacher may have privacy. This obviously isa very costly arrangement, and less desirable from the teacher's standpoint.

Fig. 72. Biology department office; note typewriter, duplicating equipment, files and library. Edmond- son I figh, Baltimore, Md. EMNW Fig. 7.3. Biology departmental office combined with preparation room. EdmondsonI figh,Baltimore, Md. Fig. 74. Teacher's office and professional library; two teachers share office. Laboratory School, Circe- ley, Colo.

rod Office equipment should include a desk and a comfortable chair,a lockablefile,bookshelves, a bulletin board and storage space. Departmental office equipment usually includes a special typewriter with science symbols, a chalkboard, duplicating machines, work tables,a sink,a telephone and facilities for previewing films. A small science department library is a necessity and typically contains: science equip- ..114 .1111 ment catalogs, professional science magazines, books on new curricula and methods in science teaching, source books of experiments and fields studies, curricula guides and copies of new textbooks. Insome schools, all the new science books ordered for the school library are first sent to the teachers' library for a limited period of time. (Figures 72, 73, 74, 75.) Fig.75.Individualteacheroffice. The science SOM CONSIDERA1 IONS. The planning of teacher offices are in the samearea, and closeto biology facilities cannot be prescriptive. This chapter preparation and project rooms. Homestead High. contains suggestions that may be implemented ina Cupertino, ('alit. variety of ways and still meet the criteria of adequate facilities for teaching a modern course of biology. "lhe should he determined early in the planning of a room emphasis is on instructional space requirements be- so that electrical outlets can be located at strategic cause they are most critical in terms of supporting the places. Facilities for darkening the room should he a curriculum design and teaching style.In addition, type that will not interfere with materials on the win- there are other items that merit consideration in the dow counters. If open- or closed-circuit television is planning of biology facilities. to be used, consideration needs to he given to wiring requirements. (Figures 76, 77, 7g.) Lighting. lighting should be considered in terms of Utilities. Gas, water and electricty should be located quality as well as quantity. An all-luminous ceiling at various intervals throughout the room to meet the is common, but maximum light sources are accept- demands of the laboratory work. Particular attention able. There should be supplementary lightingover should he given to an adequate distribution of electri- chalkboards and demonstrationtables and micro- cal outlets in the classroom, at work tables and in scopes have special provisions. Direct and indirect all auxilliary rooms. If compressed airis available glare should be avoided through theuse of dull surf- in the science center or shops, a line should he ex- ace areas and the proper location of equipment. tended to the biology laboratory and preparation rooms. Acoustics. Acoustical treatment of sciencerooms is recommended. Floors. The floors in the biology rooms should be easy to clean and to some extent, resistant to chemicals. The floors in the gr9enhouse should he of a type Ventilation."I herearestatestandards andlocal rulings that must be observed. The control of venti- that is not slippery when wet and that is especially lation will depend upon climate and specific condi- resistant to the growth of algae. tions. However, a system which keeps dust accumla Plumbing. There is a limited use of corrosive chemi- Lion from equipment and surfaces should receive pri- cals in the biology laboratory, but there is an increase mary consideration. Need for special attention to vent- in the number of biochemical experiments being in- ilationin the preparation room, storeroom, animal troduced into the course.This suggests that sinks, room and greenhouse are apparent. troughs, drains and waste lines should be planned to meet the standards of a chemistry laboratory. lot Audio-visual. The appropriate location of theover- water is a necessity, and should be made available in head,slide,motion-pictureandmicro-projectors the preparation room, at the demonstration table 42 1P-

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I 0( 78 IIIII c1(1,111(. %,(11(11a11 1(1111(1% 10.(111 ,I)1(.1(1., I (1111()Ialmn Md. and atthe cleanup station, Plumbing and traps tained and kept under thesupervision of the teacher should he easily accessible for maintenance and re- at all times. First-aid kits, fire extinguishersand other pairs, emergency equipment areapart of every science room. Radioactive materials, if they Fume hood. A fume hood opening intothe classroom arc to be used, should he identified and stored and preparation room should be according to recom- considered. It may mendations. also be adapted foruse as a sterile transfer chamber. The locked and ventilated cabinet under the hood pro- Balance table. In the laboratory,the table or counter, vides an excellent place for the storage of fuming or where balances are to he used,should he free from the poisonous chemicals. influence of room vibrations.This does not have to he a special item of furniture. Vision strips. To provide maximumsupervision of students, vision strips should he located between the Remodeling. A good biologylaboratory does notre- classroom and preparation room, between classroom quire a new building. Remcdelingk not only practi- and project room, between the preparation and store- cal but can produceahighly efficientlaboratory. room and/or any other combination of workcenters, (Figures 79a, 79b.) depending upon the arrangement ofrooms,

Wall .space. There isa tendency to cover all available Community Resources for BiologyTeaching wall space in sciencerooms with cases, counters and A community resource guide isone of the more cabinets, In the planning,some free space should valuableinstructionalaidsforabiology teacher. he allotted for the placement oflarge pieces of equip- Typically, the guide identifies each biologicalresource ment, so that they will he convenientto use and will as to its location and its potentialuse in teaching bi- not interfere with traffic, Some of the largeritems ology. The listings might include:arboretums, aquar- frequently used in biology and attachedto or located ia,zoos,testand experimental gardens,aviaries, next to walls are:aquaria, autoclave orpressure ponds, lakes, streams, springs,meadows, soil types, cooker, stove, incubators (egg andbacteriological), examples of erosion, unusual standsof plants, speci- refrigerators, animal cages, centrifuge,ultra-violet ray men trees, nurseries, Department of Agricultureex- lamp, projection stands with projectors,water still perimentalstations, museums,tidepools, or bottled water, drying oven, dishwasher, hot plate, animal trails, conservatories, commercialgreenhouses, tree balances, growth chamber, laboratorycarts, soil bins, farms, forest and pasture lands, parks,fossil deposits, terraria,germinatingtrays,mobiledemonstration wildlife areas, soil improvementprojects, game pre- table,teacher'slocker,firstaidcabinet, fireex- serves, conservation projects, nature trails and tinguisher, soap dispensers, many paper towel dispenser, other similar resources. The human filing cabinet, clock and disposal crocks. resources should If the room also form a part of the guide. These is used for more than might include bi- one science, there are additional ologists in nearby colleges and universities items to be considered. It or in in- is important to plan for dustry, the experimental biologists the placement of large equipment in the county and at the time the state agricultural stations, biologists living in laboratory is being designed. Since it the com- is not possible munity who may be retired, medical to anticipateall researchers, and future equipment needs, movable others. A section of the guide storage units and some free wall might well be given space will help to over to places in the community where there solve the problem. are col- lections of biology books andmagazines available to students and teachers. Safety. Safety is the result of goodarchitectural design, proper equipment and instruction in the approp- The resources for the teaching ofbiology arc as riate handling of equipment and supplies. There arc widespread as life itself. Not all ofthe resources are state codes which govern structural andequipment convenient for in-schooluse, but then the student specifications, but good classroom arrangement and spends most of his time outside ofclass and his management are essential for the prevention of acci- laboratory becomes the world itself, ifhe has been in- dents. For example, dangerous chemicals, poisonous troduced to it and his observationsproperly directed animals and harmful bacteria, must be properly con- (Figures 80, 81, 82, 83, 84, 85, 86, 87,88.)

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4 MI Summary itisimperative that insofar as possible, adminis- _,trative arrangements facilitate effective teaching, by An extensive evaluation program has indicated that providing teachers a'ld students with a suitable learn- in the eyes of school administrators, biological schol- ing envirommnt. This includes not only laboratory ars and biology teachers, BSCS Biology is worth facilities and text and lab manuals for students, but teaching; and from student test performance, itis also reasonably sized classes, adequate class periods, clear that students can master the materials. However, 'teacher relief from non-teaching duties, and 'assistance the course is more demanding on the teacher. Thus, in lab preparation and ordering.

REFERENCES

BSCS, 1964. Innovations in Techniques and Equip- Lawson, C.A. and R.E. Paulson (Editors). 1960. ment for the Biology Teaching Laboratory, D. C. Laboratory and Field Studies in Biology. Teach- Heath, Boston. ers' Edition. Holt, Rinehart and Winston, Inc. Christensen, Erwin 0. (Editor). 1961. Museums Di- New York. rectory. of the United States and Canada. Amer- Martin, W. E. 1960. Facilities and Equipment for ican Association of Museums, Washington, D.C. Science and Mathematics. 0E-21000, Misc. No. Committee on Rethinking Science Education. 1960. 34. Government Printing Office, Washington, Rethinking Science Education, 59th Yearbook, D.C. Part I, National Society for the Study of Educa- Brandwein, Alexander tion.Universityof Chicago Press,Chicago. Morholt, Evelyn, Paul F. Joseph. 1958. A Sourcebook for Biological Sci- Chapter XIII. Department of the Army Technical Bulletin, TB ences. Harcourt, Brace, and Co. New York. MED 255. 1958.Care and Management of National Science Teachers Association. 1961. School Laboratory Animals. Government Printing Of- Facilities for Science Instruction. Second Edi- fice, Washington D.C. tion. National Science Teachers Association. Hurd, Paul DeH. 1954. Science Facilities for the Washington, D.C. Modern High School. Educational Administra- Roberts, Martha M. 1962. Public Gardens and Ar- tion Monograph No. 2,Stanford University boretums of the United States. Holt, Rinehart Press, Stanford: and Winston. New York. Johnson, Philip G. 1956. Science Facilities for Sec- ondary Schools. U.S. Office of Education, Misc. Weaver, Richard L. (Editor). 1959. Manual for Out- Bul. 17, Government Printing Office, Washing- door Laboratories. Interstate Printers and Pub- ton, D.C. lishers, Inc., Danville, Ill.

52 Summary itis imperative that insofar as possible, adminis- ,trative arrangements facilitate effective teaching, by An extensive evaluation program has indicated that providing teachers acid students with a suitable learn- in the eyes of school administrators, biological schol- ing environmmt. This includes not only laboratory ars and biology teachers, BSCS Biology is worth facilities and text and lab manuals for students, but teaching; and from student test performance, itis also reasonably sized classes, adequate class periods, clear that students can master the materials. However, 'teacher relief fforn non-teaching duties, and 'assistance the course is more demanding on the teacher. Thus, in lab preparation and ordering.

REFERENCES

BSCS, 1964. Innovations in Techniques and Equip- Lawson, C.A. and R.E. Paulson (Editors). 1960. ment for the Biology Teaching Laboratory, D. C. Laboratory and Field Studies in Biology. Teach- Heath, Boston. ers' Edition. Holt, Rinehart and Winston, Inc. Christensen, Erwin 0. (Editor). 1961. Museums Di- New York. rectory, of the United States and Canada. Amer- Martin, W. E. 1960. Facilities and Equipment for ican Association of Museums, Washington, D.C. Science and Mathematics. 0E-21000, Misc. No. Committee on Rethinking Science Education. 1960. 34. Government Printing Office, Washington, Rethinking Science Education, 59th Yeirbook, D.C. Part I, National Society for the Study of Educa- Brandwein, Alexander tion. Universityof Chicago Press,Chicago. Morholt, Evelyn, Paul F. Joseph. 1958. A Sourcebook for Biological Sci- Chapter XIII. Department of the Army Technical Bulletin, TB ences. Harcourt, Brace, and Co. New York. MED 255. 1958.Care and Management of National Science Teachers Association. 1961. School Laboratory Animals. Government Printing Of- Facilities for Science Instruction. Second Edi- fice, Washington D.C. tion. National Science Teachers Association. Hurd, Paul DeH. 1954. Science Facilities for the Washington, D.C. Modern High School. Educational Administra- Roberts, Martha M. 1962. Public Gardens and Ar- tion Monograph No. 2,Stanford University boretums of the United, States. Holt, Rinehart Press, Stanford: and Winston. New York. Johnson, Philip G. 1956. Science Facilities for Sec- ondary Schools. U.S. Office of Education, Misc. Weaver, Richard L. (Editor) . 1959. Manual for Out- Bul. 17, Government Printing Office, Washing- door Laboratories. Interstate Printers and Pub- ton, D.C. lishers, Inc., Danville, Ill.

52 ADMINISTRATIVE ARRANGEMENTS FOR BSCS BIOLOGY 4 Arnold B. Grobman .

The scholastic environment of teachers and stu- training device is the Center Meeting. For the experi- dents is the concern of this chapter. Discussed below mental development of the BSCS courses, evaluation are some of the arrangements that havebeen made in centers were established throughout the country to various parts of the nation to improve that environ- facilitate efficient transmission of feedback informa- ment for BSCS Biology. Here we deal primarily with tion from teachers to the writers. Each center con- administrative arrangements and only indirectly with sisted of from 7 to 12 teachers in a commuting area. physical facilities which were treated in the previous The teachers in each center met weekly for three to chapter. four hours to discuss the progress of the BSCS program and to prepare feedback reportsfor the BSCS Teacher Preparation for BSCS Biology central office. Because BSCS Biology is quite different both in Although these arrangements were devised primari- approach and content from most of the biology ly for the quick and accurate transmission offeed- courses previously taught, the BSCS strongly recom- back, it soon became apparent that the weekly cen- mends that teachers have some type of special orienta- ter meetings were ideal teacher improvement , pro- tion before introducing the course in their classrooms. grams. Such center meetingsprovided, teachers with Many colleges and universities are currently modify- an opportunity to discussbiology and the teaching of ing their offerings to provide such opportunities for inbiology in a professional way that would be impos- service as well as preservice teachers. Among-the most sible in ordinary faculty meetings. Teacherswere able useful types of preparation are those offered by in- to compare their progress with that oftheir colleagues. dividual school systems or groups of school systems As the weekly meetings rotated from one school to (for example, the City of Baltimore or the Allegheny another, the teachers were able to visit each other's County, Penn., Regional Committee for Teacher In- classrooms and laboratories. They found themselves service Education). To assist such groups in arrang- free to admit to each other that they did notunder- ing inservice teacher preparation programs, the BSCS stand certain topics, and they found that one or has prepared a pamphletBSCS Materialsfor Prepa- another of their colleagues was frequently, although ration of In-Service Teachers of Biologywhich is not always, in a position to help them.On occasion, available, upon request, to persons responsible for when a topic under consideration seemed extremely teacher-preparation activities. Also the BSCS Biology difficult for all concerned, the members of a center Teachers' Handbook and the Teacher's Guide for each did not hesitate to invite a specialist in the subject version of BSCS Biology are useful sources for the from a nearby university to meet with them and ex- biology teacher planning to. teach a BSCS program. plore the matter. In addition to such standard techniques as work- Another factor contributing to the center meeting shops and summer institutes, another useful teacher successes was the fact that all ofthe teachers in the 53 center were doing approximately :he same kind of lieve-teachers of clerical duties andsuch non-academic classroom work at the same time, andso they were responsibilities as collecting moniesfrom the sale of rarely discussing things at cross purposes. The center tickets, monitoring study halls, policingcorridors and meetings of second-year BSCS teachers were even restroomE, taking attendance, duplicatingmaterials more sophisticated than those for the first year, al- and maintaining recordson the distribution of text- though it would seem thata long -range pogram of books to students. Theseare clear examples of the this sort would begin' to taper off unless new materials kinds-of duties from which goodbiology teachers', or for discussion and evaluation were introduced. Many aspiring good biology teachers, shouldbe relieved. In of the centers continued their meetingsafter the addition to relief from such chores,there are other termination of the BSCS evaluation program, because kinds of assistance teachers couldreceive and these teachers found them so useful. are broadly considered here as-assistantship help. A further advantage in center meeting-, is that some For many years, New York Cityhas been using of the technical work in preparing for laboratoryses- para-professionals to help in the sciencelaboratories, sions could be divided up among the teachersso that and a program of this nature is also inuse in Balti- there would be some specialization of work,resulting more. In general, the paraprofessional assistants (in in increased efficiency. For example, one teacher some systems they are known as educational assist- could maintain cultures sufficient for all participating ants) are required to have a minimum of teachers. Another teacher could two years arrange to package of collegiate work with 15 hours of science, chemicals for all of the classrooms. (Many of and they these are expected to qualify through an examination and chemicals are relatively inexpensive in pound lots, but interview. Full-time science assistantsusually earn are extremely expensive to purchase in smaller quanti- about three-fourths the salary of the science teacher. ties, though frequently only the smallestamounts For large schools, the evidence may be needed for biological work.) seems to indicate that about three educational assistantsper school, for both BSCS center meetings have developedinto one of the junior and senior high schools, would beappropri- the most -important teacher-improvementprograins ate in those schools where effective laboratory work that we have hadan opportunity to observe. It is is being attempted. In some of the larger highschools, strongly recommended that those teachersin an area it might be possible to, havea laboratory assistant as- who are using BSCS' materials beinvolved in such signed to each subject matterarea, .so that there periodic meetings, without thepresence of adminis- would be one specialized for biology. Many of today's trative personnel or others not specificallyinvited for science teachers in New York City and Baltimore some -special purpose.In general, such meetings began their careers as laboratory assistants. should be unstructured anda chairmanone of the In general, the duties of the science educational teachersshould be free to organize eachsession ac- assistant are to watch over the facilities, supplies and cording to the needs of thegroup. While it is difficult apparatus, to be sure that the laboratory is in to suggest the optimal frequency of meetings andsize a safe condition and that the stockroom is of the group, it wouldseem that biweekly meetings of so organized that materials can be located easily. He about eight or ten teachers would be withinthe right sees to it that the range. If it is not possible to reward teachers in other apparatus is in working condition and takes appropri- ways for participation in center meetings, it would ate steps to preserve it. He also makes minor repairs or advises the teacher or department head about requi- certainly be desirable for participatingteachers to receive credit toward progressionon their salary sitions for such repairs. In additionto having sup- schedules. plies, cultures and prepared materials availablefor use in the laboratory when needed, the assistant should maintain careful recordsso that supplies can Assistants be ordered in anticipation of need.

One way to greatly increase the efficiency ofteach- As far as instruction is concerned,one of the first ers is to relieve them of the responsibility for work responsibilities of the assistant is to developa good that it not utilizing their highest professionalskills. understanding of the courses with which he is in- It is obviously desirable touse appropriate help to re- volved. He should be able to help students withtheir

54 individual laboratory work and be permitted to carry other pattern combines a student research project -with on in the temporary absence of the regular teacher. the student assistantship and awards credit for the -He is expected to assist the teacher in organizing the joint assistantship-research activity, usually through a laboratory work and in preparing the laboratory room course titled "Biology Research" or "Special. Prob- for student use. lems." Such assistants should not be asked to grade pa- The frequency of the use of student assistants has pers. ,This would seem to be a-responsibility of the been increasing in the last few years; about 'one-half teacher, since it is one of the important ways in which of the schools using the BSCS program during the the teacher can gauge what his students are learning 1961-62 year had some type of student help. Com- and how effectively the program is developing. monly a teacher with four or five classes might have one or two student assistants and the help they give Ih some school systems, student assistants are used might range from a mere token to a very substantial in order to free the teacher from routine jobs and, amount. perhaps, to interest some iof the better students in In using either 'tudent assistants or para-profes- careers in teaching. Obviodsly,, the only students who sional assistants, the teacher must do his planning should be assigned to such duties shou,id be those who well in advance in order to use this assistantship help have already completed the course in which they will assist and who are doing good work scholastically. efficiently. Unfortunately this does not always happen. However, the availability of such assistants might en- This raises a problem, since the best students are in courage the teacher to do more long-range planning demand not only for laboratory assistance but for and, in the long run, might enable him to conduct many other kinds of important activities in the school.. a better organized course. An advantage in the use of Therefore, it frequently happens that the most quali- para-professionals rather than student assistantsis fied students are not readily available. that there would be fewer individuals to train, and As far as their duties are concerned, the student retraining from year to year is minimized. assistant should not take over. classes when teachers An untapped source of rod laboratory assistants are absent nor should they grade the work of other would seems to be mothers in the community, who students. They should not be given undue responsi- have had training, as biology majors and could prob- bility nor allowed to use expensive equipment without ably work part time. Almost certainly, every city has the teacher's direct supervision. But they can be ex- a share of such capable persons who, because of fami- pected to prepare materials for laboratory work and ly responsibilities, would not want to hold down a handle the duplicating of laboratory sheets. They can full-time job but could work half days. It woUld.seem help in supervising the laboratory sessions, takea- possible to hire several such well-qualified women as tendance or run errands confined to the school build- laboratory assistants on an adjusted-schedule basis. ing, collect and maintain live specimens for laboratory experiments and assist in the maintenance of the Related to these potentialities for improving the stockroom, In some schools, as part of their assigned teaching environments are the problems of state cer- duties, such student assistants also help the high tification regulations. The use of para-professional school teacher in his own research program. personnel is an important measure in improving instructional programs and where outmoded certifica- There seem to be several patterns with regard to tion regulations prevent tapping such a labor source, the use of student assistants and remuneration for the regulations may require reconsideration. such work. In Evansville, Indiana, students are paid 750 per hour and normally work about five hours a Special Staff Utilization Arrangements week. In New York City, students work for a similar period of time but are not reimbursed, since the posi- Another way in which biology teachers within a tion of student assistant is considered an honor ap- school can provide their own efficiency is to divide pointment. In other systems, partial academic credit up their preparation work. This seems to be done is given for serving as a student assistant, or the as- more frequently by BSCS teachers than by traditional sistantship may count as an activity credit. Still an- biology teachers, possibly because the BSCS courses 55 involve a high proportion of laboratory work. Essen- edgeable persons, it might be possible to obtain some tially, the teachers can work as a team, each doing of the materia..; locally at a resultant saving in cost. those operations with whic...a he is most familiar. For In organizing a central supply system, it should be example, one teacher might make a trip to a lake to kept in mind that even within one of the versions of collect aquatic organisms, and thereby save other BSCS Biology all teachers will not be using the same teachers the necessity for making parallel trips. The lab exercises, so there will be some variation in sup- department chairman (or if the total.department were plies needed from one teacher to another.1 not involved in the BSCS program, then a BSCS chairman) should coordinate the pattern of staff utili- The BSCS does not know of a highly organized zation. In essence, each teacher could perform the central supply system in a district using BSCS ma- jabs in which he is most proficient, with a resultant terials, but it is our understanding that plans are un- saving in time for all. In addition, the program be- der way for the development of one in Los Angeles. However, informal cooperative arrangements among comes a good inservice trainingdevice in which teachers can observe each other's strengths andstudents BSCS teachers within a district are commonplace. gain because the teachers are working at a higher efficiency level,. Class Scheduling Concern with efficient staff utilization may lead to The normal weekly time allotment for biology a consideration Jf team teaching.In a number of classes in American high schools seems to be five schools, the team-teaching arrangement consists of periods of 55 minutes each. It would appear that a one or two of the most competentlecturers presenting class period of less than 55 minutes islithly ineffi- topics to large groups of students, while other teachers cient, particularly for laboratory work. While a num- handle relatively small classes in discussion and lab- ber of schools have about the same number of min- oratory meetings. (There are many competent and ex- utes per week based on shorter periodsas, for experienced persons who feel that teaching via lectures ample, seven periods of 35 minutes eachperiods is contra-indicated for tenth-grade students.) In other of less than 50 or 55 minutes do not seem to permit team-teaching situations, each teacher presents those an effective utilization of time.Appendix D shows the materials he is most familiar with, but without a lec- frequency of the number of minutes available per ture-type presentation. Examples of team-teaching week for biology classes in BSCS ninth- and tenth, programs in BSCS Biology may be foundin Mel- grade Blue, Green and Yellow Version experimental bourne, Florida; Richfield, Minnesota; Golden, Colo- schools during the 1961-62 school year. rado; and Yuba City, California. In many schools, A few schools have arranged their scheduling in a team-teaching programs are relatively incomplete, al- cyclical pattern. For example, a student is assigned to though interesting variations are being developed. We seven classes but attends only sixof these classes in do not have enough information at this time to evalu- any given day. Thus, one periodis skipped each day. ate the effectiveness of team-teaching in BSCSBi- The apparent advantage is that a student could take ology. five, instead of the usual four, solid courses in this fashion. However, if he took five courses, he would District-Wide Central Supply System have only four classes per week per course. Another disadvantage of this kind of program is that it plays There have been frequent discussions about the havoc with certain kinds of experiments in laboratory advantages of a district-wide central supply service to classes where observations must be made at regular handle ordering and stockpiling of the less common timeintervals.For alaboratory-oriented biology items. Often this is impractical, because the materials course, it would seem that the advantagesof this kind needed by teachers for conventional courses may be of pattern-scheduling are outweighed by thedisad- quite diverse. But, if a substantial number of schools vantages. in a district are using BSCS materials, some savings of effort and money might accrue through use of a 1Each of the versions contains more laboratory exercises centralized district supply service. In addition, if such than any class would work on, in order to permitflexibility a supply service werestaffed with alert and knowl- in presentation of BSCS Biology.

56 An increasing number of schools have double peri- In some schools, there has beenan adjustment in ods. A common pattern isone double period each class size 'between discussion sections and laboratory week and several schools have two double periods sections. In most of these cases, an effort has been per week. Double laboratory periods are advanta- made to keep the discussion sectionsas small as geous for biology, especially for the laboratory phase possible, and to allow the laboratory sections to in- of the instructional program, but they do present crease in size when there is an assistant availableand some difficulty in scheduling., sufficient laboratory stations and equipment topro- In some schools, for good and sufficient reasons, it .vide adequately for students. A minor advantage it not practical to offer more than five periods of and one that is frequently overlooked in having larger biology per week. It is suggested that some experi- numbers of students in laboratory sectionsis the mentation be tried by scheduling the five periods as greNr/reliability of pooled data than.can be obtained two double periods plus a single period 'as is done in in certain specific. types of laboratory experiments.. Golden High School, Golden, Colorado. There might The average class size now seems to be slightly well be greater efficiency in laboratory instruction if over 30 in BSCS classrooms. BSCS consultants, who students meet for two double periods instead of four have visited 350 BSCS high school classroomsacross single periods. PO the country, think about 28 is optimal for the most In some schools, additional hours of class are be- effective instruction. ing provided for students in laboratory courses. For severalyears, Denver has made available an Grade Level extra class period, either the hour before school started or the hour after school ended. Each student Through an extensive testing program, we have was assigned to one such extra period per week. found that the regular BSCS materials can be successfully taught to average and above-average tenth-grade There were virtually no objections from the students. The system was inaugurated at the request of the students and, if teacher competence and laboratory facilitiesaresatisfactory,to BSCS -teachers, and they received additional compen- above-average ninth grade students. They are not recommended for use sation for the extra t- This arrangement provides with average ninth grade students.? the opportunity for one consecutive double lab period per week for about one-third of the students (those There are, of course, additional important consid- who have a first or last period classli,n biology). erations requiring the attention of a competent admin- z Other scheduling, practices not necessarily specific istrator 'who is concerned with the grade-level place- to biology are gaining currency. For example, there ment of a BSCS Biology, program. For example, if the are school systems that have recently cancelled, or brighter students are siphoned off into a biology' greatly reduced, the number of general assemblies, course at the ninth grade, what impact will this have and others that have arranged school schedules so that on the performance of the next year's classes made up no athletic events conflict with class hours, Many of the remaining student population? teachers have suggested that public address systems If the school district is too small to offer a BSCS be used more sparingly, and that fire drills be held Biology course at both the junior high and senior high during non-instructional periods or at the start of the levels, then it seems best to offer it at the senior high class period. level. If the school district can manage to offer biology at both levels, it should not do so until the lab- Size of Class oratory facilities, teacher preparation and other environmental factors are adequate at both levels.3 Size of class seems related to the quality of work being done in the schools. In the experimental BSCS schools during 1961-62, the tenth-grade biology stu- 'TheBSCS Biology, Special Materialsare currently being dents in classes with fewer than 30 students perform- prepared and tested for use with below-average students. :Tor a further discussion of this topic, see: Hulda Grob- ed significantly higher on their final exams than man, "High School BiologyOn What Grade Level Does those in classes of 30 or more students. It Belong?"The Clearinghouse,April 1964.

57 Laboratory Facilities of economy, are purchasingone set of books to be Although an earlier chapter is devoted to labora- shared among several classes. In otherschools, also tory facilities, an observation about the effectiveness for reasons of economy, attemptsare being made to of such facilities may be pertinent here. During the supply a textbook forevery student but only one 1961-62 experimental school year, teacherswere laboratory manual fOr every two (or threeor four) asked to determine the point-scores of their labora- students. Neither .of these procedures will produce tories by using the BSCS Laboratory Checklist.' In good educational results. The value of the BSCSpro-, 1961-62, the tenth-grade biology classes that (cored gram would be seriously reduced and the resultant 200 or more points on the Checklist performed bet- economy would be at the cost of a good educational ter(significant at 3 per cent level) on the BSCS program. Comprehensive Final exam than those in classes with Itis recommended without reservationthat,if a Checklist score of less than 200 points. ThuS, it BSCS Biology is to be used effectively, each partici- appears clear that improved laboratory facilities are pating student have both the text and laboratoryman- associated with better learning of BSCS Biology. ual in his own personal possession for the duration of the course. Teacher Load

In the judgment of BSCS classroom observers, it Science Fairs would seem most desirable if a teacher's responsibilities were limited to four classes of BSCS Biology. Teachers should be encouragedand given time However, the average number of classes per teacher to work with certain students on projects. Only in- now seems to be a little over five. Thus, the general. terested students should be encouraged to work on goals would be to reduce the number of prepara- additional. projects and these should be meaningful tions per teacher and reduce the number of extraneous projects. Insofar as BSCS students are concerned, responsibilities. Such a reduction would permit the science fairs do not seem to us to be advantageous good teacher to operate more effectively. when all. students are required to prepare projects for a local science fair. Teacher's Salary Many persons feel wide participation in science A study was made of the relationships between fair projects is desirable because of the close approxi- teacher's salary and student performance in BSCS mation of projects to laboratory experiences. How- Biology during 1961-62. Using $6,500 as the dividing ever, well-organized BSCS courses provide students line, it was found that there was significant (at the with substantial laboratory experience, and so there one per cent level)association between teacher's does not seem to be special need for BSCS students salary and student achievement in BSCS tests. Tenth- to participate in science fairs simply to obtain laboratory experience. Therefore, itis our general feeling grade biology students taught by teachers receiving 4 $6,500 or more annually did better on BSCS final that the aims of BSCS Biology are not significantly exams than students taught by teachers receiving less advanced by requiring total student participation in than $6,500.5 local science fairs. Certainly, science fairs have certain educational values. But for BSCS students, such values can be largely achieved in the BSCS classroom Books and laboratory. For whatever version of BSCS Biology is used, each student should have a text and a laboratory We feel far more sympathetic to encouraging high- manual (either bound together or bound in two ly motivated students to enter science talent searches parts). Since the BSCS courses are laboratory Ori- ented, it is essential that each student have both sv:- 4See Appendix B for the 1964 Revised Laboratory Check- tions in his possession. Furthermore, the two parts list. 5A report of the statistical analysis of student perform- are cross-referenced to each other. It has come to ance in the 1961-62 evaluation is included in BSCS News- our attention that some schools, possibly for reasons letter No. 19, September 1963.

58 and activities of this general nature, but we do notBSCS Students and College BoardExams feel that such activities should berequired for all students.6 With any radically different curriculum,a question naturally arises concerning effecton college entrance and on success in college. For severalyears,, reports Testing BSCS Students have been coming back from collegeand univers;'y staff members indicating their strong approvalof the In "considering student achievement in BSCS Bi- more- sophisticated students coming to college witha ology, it is important that the administrator and guid- BSCS' background. In fact,a 'number of prominent ance person, as well as the BSCS teacher, consider colleges and universities (Amherst,Johns Hopkins, what type of achievement is desired. The instruments Barnard) are modifying theirown biology courses in used for measuring progress of BSCS studentsmust order to reflect themore sophisticated preparation be suitable to the desired ends, or the results will be BSCS students are bringingto college. These and meaningless or even. harmful. To expect students in other types of evidence indicatethat BSCS students BSCS Biology to achieve highscores on a test meas- are well prepared for college biology. uring the aims or subject matter of conventional courses is unfair to teachers and students. First, it Unfortunately, to date itappears that the College encourages teachers to give an unsuitable emphasis Entrance Examinations Board biologytests do not to their BSCS students, through supplementing BSCS reflect the new emphasis in biology.'It was the Biology with conventional materials which the BSCS unanimous opinion ofsome 20 BSCS writers, teachers authors do not consider part ofa modern biology and outside reviewers thattwo recent CEEB Biology course. And second, students know that what the tests examined do" not provide full opportunityfor teacher really thinks is important is what he includes BSCS students to adequately demonstratewhat they have learned. in the test. Thus, the teachermay say that memorizing isolated detailsis not the purpose of the biology The BSCS willcontinuediscussionswiththe course that the broad themes of BSCS Biology are CEEB, in the hopes of findinga satisfactory solution important; but if the test does not, reflect this, the in the near future. students will accept the test at face value, and reject the books or the teacher's statements. Thus, through Community Relations use of improper tests, the best efforts of the teachers Where the BSCS program is inuse, the superinten- and administrators for full implementation of BSCS dent or principal has Biology may inadvertently be defeated. a responsibility to apprise the community, including parents and otherteachers, At the time BSCS materials were 'being prepared about the program. Onevery successful method has and tested in the schools, no suitable standardized been teacher's letters that have reachedhomes via tests were available for measuring the kinds of skills the students. An informational film aboutthe BSCS, and abilities with which the BSC'Swas primarily con- The Story of the Biological SciencesCurriculum cerned. For this reason, the BSCS prepared tests for Study, can be borrowed from the BSCS forthis pur- each version as well as final examinations suitable for pose. use with students in all versions, and has made these It is extremely important that teachers be wellin- tests available to schools using BSCS Biology. As revi- formed on the rationale and approach ofthe BSCS sions of standardized biology tests prepared by other program, not only for their own needs but to enable organizations become available, these should beexam- them to discuss it in an informedway with parents. ined carefully as to content and basic emphases, be- Parents quite rightly questioncourses that depart fore using them with BSCS students. radically from the patterns they themselvesexperi- enced, and the school should furnish itspatrons with a reasonable explanation of the rationale behind these 6For highly motivated students, the BSCS has prepared differences. suggested research prospectuses, included in BSCS Research Problems in Biology, Series 1 and Series 2. During the early phases of the development of the 7For a fuller statement, see page 94, Appendix E. BSCS program, a few schools introduced BSCS Bi-

59 elegy throughout the school, but reserved one non- these, evolution, is a part of the BSCSprogram be- BSCS class for those children whose parents might cause it is one of the great intellectual ideas in man's object to an experimental course. In our experience, history. It is felt by the BSCS authors thatevery edu- such objections have been Very rare and were general- cated citizen should be acquainted with this important ly based on a failure to understand the background of concept. In the BSCS progr&ins, evolutionis not the new materials. Also, this practice raises some con- taught as a fact. Nor is it taught withany religious flicts within the schools. BSCS Biology is an interest- --or anti-religiousconnotations. The treaunent of ing but demanding course for students. While itis evolution inthe BSCS books is a straight- forward within the capacity of average and above-average stu- presentation of a biological concept and has been dents, they generally must work harder than is the widely endorsed by lay and clerical educational lead- case in conventional courses. Thus, BSCS students ers.and teachers throughout the country. may observe that students in conventional biology classes in their schools are not working nearly as hard Human reproduction is the other -topic which is and are still receiving comparable grades. This tends given some coverage in the BSCS books and is fre- to discourage a certain category of students from per- quently omitted from conventional books. The treat- forming at their best in BSCS Biology. Furthermore, ment by the BSCS is not sex education, for we do students in traditional courses often think BSCS Bi- not feel that the social, moral and religious aspects ology looks interesting and exciting, but then realize of human reproduction are properly part ofa biology that their own classes are easier and so becomecom- course. We do feel that human reproduction itself can placent about their present situation. best be taught to adolescents in the context of biological reproduction in a biology class. An administrator might wish to havea control group of conventional biology along with BSCS Bi- These "sensitive"areas in biological education ology for the first year or so tosee how both kinds have been given the most careful attention by BSCS of programs work in his own school. However, in writers and their presentation of these topics has doing so,it should be recognized that many other been subject to testing with 150,000 students and source's of variance beyond the choice of textbook 1,000 teachers over a three-year developmental period enter into the teaching situation; Thus test results in prier to release of the books for general use. The so small an experimental group may reflect not the BSCS materials have been reviewed by parents, edu- books used, but such other factorsas, for example; cators, school boards, administrators and specialists teacher or composition of student group. of various kinds.

Also, we have found that, in schools where both The reception by the schools of these books with BSCS and non-BSCS Biology are being taught, the "sensitive" topics has been nothing short of outstand- non-BSCS teachers often borrow promising idea's ingly favorable. In Fall 1963, when the books were from the BSCS teachers, and so the factor of contami-- first placed on the general market, over 200,000 nation of the control group enters into such experi- copies were sold to the schools by the commercial ments. If the administrator decides to utilize BSCS publishers, with only 30 books returned (by a single Biology, he might find it quite desirable to adopt it teacher) because of the assumed conservatism of fully throughout the entire school. It did seem appro- the community. priate to have a standard course available in each school while BSCS Biology was still in its experi- Apparently there has been a serious demand for mental stages, but the BSCS books are no longer ex- balanced treatments of evolution and human repro- perimental. Prior to general releasein the fall of duction in the high school biologymrse. The sur- 1963, they had been more thoroughly tested thanany prising thing is not the high acceptai.,,e of the BSCS other books had been when made available to the books which include these topics, but, rather the schools. fact that this real demand has for so long remained unfulfilled. Two topics are treated in BSCS Biology books which have generally been avoided in the convention- In one community, where a reticent teacher point- al biology texts of the last several decades. One of ed out to the school authorities the fact that the books

60 did cover these areas which had not been taught pre- committee of citizens might be asked to study the viously, the school superintendent asked a local phy- matter and report to the school board Reference sician who was on the school board to present -the might also be made to the kinds of persons who have matter to the school board. The board unanimously previously reviewed the books as well as to the high approved use of the materials. In other communities, calibre of the authors; both groups are listed in the an occasional parent has asked the principal about a books themselves. possible conflict with religious dogma; here again, in almost every instance, the presentation of information In a number of communities, such as Madison, on the approval given by review committees as well Wisconsin, and Houston, Texas, BSCS advisory com- as the large number of private sectarian colleges of mittees have been established. The BSCS teachers or many religious denominations using the material in the superintendents have invited a group of persons their teacher preparation programs indicated to the (including professors from nearby colleges and out- satisfaction of the parents that the BSCS materials did standing community leaders) to serve as to informal not, in fact, conflict with the tenets of their religion. advisory group observing the introduction of the new course. This procedure provides a great many advantages. It helps community leaders become familiar It is to be anticipated that in an occasional district with the new program at the same time that it provides there will sometimes emerge an extremist who is a means of communication between the community against the teaching of evolution or of human repro- and the school on a constructive activity. This would duction. Giving full publicity to such debates as may seem to be an especially helpful device in the intro- emanate seems advisable, as does the procedure of duction of new courses which may be quite different in bringing the matter to the attention of the school character from those familiar to the parents of the board for review and deliberation. A representative current students.

61 did cover these areas which had not been taught pre- committee of citizens might be asked to study the viously, the school superintendent asked a local phy- matter and report to the school board. Reference sician who was on the school board to present the might also be made to the kinds of persons who have matter to the school board. The board unanimously previously reviewed the books as Well as to the high approved use of the materials. In other communities, calibre of the authors; both groups are listed in the an occasional parent has asked the principal about a books themselves. possible conflict with religious dogma; here again, in almost every instance, the presentation of information Ina" number of communities, such as Madison, on the approval given by review committees as well Wisconsin, and Houston, Texas, BSCS advisory com- as the large number of private sectarian colleges of mittees have been established. The BSCS teachers or many religious denominations using the material in the superintendents have invited a group of persons their teacher preparation programs indicated to the. (including professors from nearby colleges and out- satisfaction of the parents that the BSCS materials did standing community leaders) to serve as an informal not, in fact, conflict with the tenets of their religion. advisory group observing the introduction of the new course. This procedure provides a great many advantages. It helps community leaders become familiar It is to be anticipated that in an occasional district with the new program at the same time that it provides there will sometimes emerge an extremist who is a means of communication between the community against the teaching of evolution or of human repro- and the school on a constructive activity. This would duction. Giving full publicity to such debates as may seem to be an especially helpful device in the intro- emanate seems advisable, as does the procedure of duction of new courses which may be quite different in bringing the matter to the attention of the school character from those familiar to the parents of the board for review and deliberation. A representative current students.

61 PRECEDING PAGE BLANK- NOT FILMED

APPENDIX A

LIST OF BSCS PUBLICATIONS AS OF SEPTEMBER 1964

Publications currently available through commercial publishers BSCS High School Biology Blue VersionBiological Science: Molecules to Man: Houghton Mifflin Co., Park St., Boston, Mass. Green VersionHigh School Biology, BSCS Green Version: Rand McNally Co., P.O. Box 7600, Chicago 80, Yellow VersionBiological Science: An Inquiry Into Life: Harcourt, Brace & World Co., 757 Third Ave., New York 17, N.Y. BSCS Version Quarterly Tests are available through the version publishers. (For classroom use only; no samples available.) BSCS Comprehensive Final Exam for all versions: The Psychological Corp., 304 E. 45th St., New York 17, N.Y. (For classroom use only; no samples available.) Laboratory Blocks( teacher and student books)Plant Growth and Development by Addison Lee; Animal Growth and Development by Florence Moog; Microbes: Their Growth, Nutrition and Interaction by Alfred Sussman; The Com- plementarity of Structure and Function by A. Glenn Richards; Field Ecology by Edwin Phillips; and Equipment and Techniques for the Biology Teaching Laboratory, by Richard E. Barthelemy, James R. Dawson, Jr., and Addison E. Lee: I). C. Heath and Co., 285 Columbus Ave., Boston, Mass. Teacher's HandbookBiology Teachers' Handbook: John Wiley & Sons, Inc., 605 Third Ave., New York 16, N.Y. Biological Investigations for Secondary School StudentsResearch Problems in Biology: Investigations for Students, Series One and Series Two: Doubleday & Co., 575 Madison Ave., New York 22, N.Y. Biological Techniques Films Thorne Films, Boulder, Colo; 8 mm. Ealing Corp., Cambridge, Mass. Genetics: Techniques Handling Drosophila Bacteriological Techniques Removing Frog Pituitary Weighing Techniques Measuring Techniques Growth of Slime Plasmodium Paper Chromatography Neurospora Techniques Smear and Squash Techniques. BSCS Pamphlets D. C. Heath and Co., 285 Columbus Ave., Boston, Mass. Guideposts of Animal Navigation, by Archie Carr Biological Clocks, by Frank A. Brown, Jr. Courtship in Animals, by Andrew J. Meyerriecks Bioelectricity, by E. E. Suckling Biomechanics of the 73ody, by E. Lloyd Du Bnil Present Problems About the Past, by Walter Auffenberg Metabolites of the Sea, by Ross F. Nigrelli Blood Cell Physiology, by Albert S. Cordon Homeostatic Regulation, by Thomas C. Overmire Biology of Coral Atolls, by Richard A. Boolootian Early Evolution of Life, by Cyril Ponnamperuma and Richard S. Young Population Genetics, by Bruce Wallace Slime Molds and Research, by C. J. Alexopoulos and James Koevenig Cell Division, by Daniel Mazia Photoperiodism in Animals, by Donald S. Fanner Growth and Age, by Lorus J. Milne and Marjorie Milne Publications currently available through the BSCS BSCS Bulletin Series No. 1, Biological Education in American Secondary Schools 1890 -1960, by Paul Dell. Hurd No. 2, Teaching High School Biology: A Guide to Working with Potential Biologists, by Paul Brandwein, Jerome Metzner, Evelyn Morholdt, Anne Roe and Walter Rosen No. 3, BSCS BiologyImplementation in the Schools, by Arnold Grobman, Paul Dell. Hurd, Paul Kling°, Marga Mc- Kibben Lawler and Elra Palmer Special Pubkations Series No. 3, BSCS Materials for Preparation of In-service Teachers. of Biology, Ted F. Andrews, Editor BSCS NEWSLETTER No. 17, 19, 20, 21, 22 BSCS Biology, Laboratory Blocks,experimental edition (teacher and student books) Genetic Continuity, by Bentley Glass Life in the Soil, (rev. exper. ed.) by David Pramer Metabolism, (rev. exper. ed.) by Peter Albersheim, Johns Hopkins III, John Dowling Physiological Adaptability in Animals., by Earl Segal

74 THE CCSSO PURCHASE GUIDE AND BSCS BIOLOGY 5 Paul Klinge

The Purchase Guide and BSCS Biology, sidered as an absolute authority whennew items of Anyone who orders scientific equipment andsup- equipment and materials are being made available plies has felt a need for some type of guide in deter- by many manufacturers who: re attempting to pro- mining appropriate quantities and types of thesema- duce more appropriate items for suchnew programs as terials and their suitability for the jobat hand. The BSCS Biology. But, when itemsare requested for pur- administrators who most often must relyupon the chase which are not included in the Purchase Guide, science teachers to supply a list of needed equipment the administrator should indston a justification of and supplies must have wished for carefullypre- these purchases. pared criteria to help them judge the appropriateness The value of the Gwde for BSCS Biology isto of the request. Such an instrument exist..., in the form serve as a fundamental guide in the purchasing of of the CCSSO Purchase Guide. Thisserves to assist materials for any good program in biology. If the administrators in making the wisestuse of school BSCS course to be taught requires items not in the funds for the purchase of materials, apparatus and Guide, then justification may be found in the BSCS equipment for the improvement of science instruction Laboratory Checklist and equipment and .supply list.2 as well as for foreign languages and mathematics. But the Guide is a good starting place for checking the The use of the Purchase Guide by administrators purchase order. will discourage the routine ordering of miscellaneous catalogue items which may turn out to be obsolete, Genesis of the Purchase Guide and it may even discourage the purchase of materials Upon the passage of the National Defense Educa- which are unnecessary in the quantities indicated by tion Act (NDEA) by Congress, it the request. However, the Purchas? Guide has still was immediately apparent that Title III enabled school authorities to another value. Hopefully, it has reduced the sales of purchase a great deal of apparatus and equipment shoddy, uneconomical or inappropriate items, so that for use in schools in a manner that could easily have reputable manufacturers may produce products of led to a wholesale stocking by school systems of high quality and usefulness whichcan be sold at use- reasonable prices. In other words,itenables the school administrator to resist the highpressure sales 1CCSSO Purchase Guide, $3.95, Ginn and Co., 1959. Supplement to the Purchase Guide, $1.25, Ginn and Co., tactics for flashy items of equipment, whichmay be 1961. totally inappropriate for the school scienceprogram. Editor's Note: A 1964 edition of the Purchase Guide is being issued currently through Ginn and Co. This is in thesame Thus, the Purchase Guide may become general format as the earlier edition and supplement, and a highly information on the 1959 edition and supplement is pertinent usable item for all school administrators in theor- to the new volume. The 1964 edition is entirely consistent dering of scientific materials, apparatus and equip- with the BSCS philosophy and it would be a valuable ad- junct to schools in implementing the BSCSprogram. ment. Yet, the Purchase Guide should not becon- 2See Appendices B and C.

62 less and inappropriateand in many cases totally ratus, materials and supplies for teaching BSCS. Bi- outdated--types of equipment which manufacturers ology. might wish to unload. Thus, the Board of Directors oftheCouncilofChiefStateSchoolOfficers First, administrators should insist that the BSCS (CCSSO) saw that the formulation of a guide setting teacher make a careful inventory of present equip- up appropriate criteria for purchasing of materials ment and materials, so that this information may be and equipment under the NDEA was a most appropri- available for the benefit of both teacher and adminis- ate project for them. trator. The teacher's next task is to plan for the next five years, to project his BSCS Biology teaching over The Educational Facilities Laboratories, Inc., was that period. Of course, the factors of space, numbers approached to help finance the project, and it sup- of students and the projected budget permitted r plied the major portion of the necessary funds for this purpose must be carefully considered in ma nig ,nplementation. The Scientific Apparatus Makers the purchase plans. Association supplied funds for a special staff in the National Bureau of Standards to work out specifica- In other words, the teacher has the task of justify- tions for the materials to be included in the Guide. ing the purchase of new materials and equipment on the basis of the present inventory, the budget and the Other agencies and organizations contributed sig- projected enrollment as well. For instance,in the nificantly. The U. S. Office of Education contributed purchase of microscopes, the school budget may not professional manpower. The National Bureau of be able to cover the purchase of microscopes in an Standards provided technical expertise which was in- optimum quantity for BSCS Biology. But, the pro- valuable in the successful completion of the project. jection may be made on the basis of the Purchase Various library and publishing organizationssuch Guide recommendations, so that there will be a regu- as the American Library Association, the American lar plan for purchase of materials and equipment in Association of School Librarians, the American Book order to reach the optimum quantity for the teaching Publishers Council, and the American Textbook Pub- of BSCS courses. Such projection work by the teach- lishers Institute made available the services of a er will help him recognize the value of careful plan- skilled secondary school librarian for the preparation ning in ordering. Possibly a teacher who is unable to of the bibliography included in the Guide, do this may be a very ineffective teacher of BSCS A Committee of Seven was organized to review Biology, for one of its requirements is an extremely critically all of the items to be included in the pro- efficient use of time, resources and room in the main- posed Guide. The Committee represented many types tenance of a BSCS laboratory. of professionalsocieties,includingthe American Chemical Society, the Modern Languages Associa- Organization of the Purchase Guide tion, the American Institute of Physics, the American Institute of Biological Sciences, the American Associ- The group ofitemslistedunder Biology,of ation for the Advancement of Science, and a host of course, is most important in any discussion of the skilled personnel was recruited from various agencies use of the Purchase Guide for BSCS Biology. Each and schools to assist in preparing the appropriate lists item listed has been numbered, and this is in a se- from available catalogues. quence which should be valuable in finding the ap- The entire project was conceived and organized by propriate item if cross-indexed with manufacturers' Dr. Edgar Fuller, Executive Secretary of the Council catalogues. A complete list of the items included of Chief State School Officers, and his careful direc- under Biology is stated in the beginning of the Pur- tion of the project has produced a very admirable and chase Guide. However, in the bulk of the book, all useful guide for all school administrators, of the items are fully described, with appropriate specifications, in an alphabetical arrangement com- The Use of the Purchase Guide bining items from all of the sciences, mathematics and To use the Guide most efficiently, the administra- foreign languages. tor should put it into the hands of the BSCS teacher Each of the items listed has been coded under three who makes up the list of necessary equipment, appa- general headings. The basic list includes items which

63 are required for the absolute minimal program in bi- How to Use the Purchase Guide ology. In other words, the basic items should be found in every modern classroom and laboratory for The preface of the Purchase Guide gives succinct biology instruction whether or not BSCS instruction is advice on the most useful way touse the Purchase contemplated. The list includes equipment for demon- Guide after the science faculty has been organized stration purposes, as well as for individual and group and notified of the steps to br; taken. To paraphase: laboratory work. 1. Plan the purchases by referring to the subject lists. The standard list consists of items which, when 2. Examinet'eselections carefully in terms of added to the basic items, give an "enlarged oppor- the course of study. tunity and greater scope for developing a modern in- 3. Add to the orderfrom such other subject lists structional program." These items are considered to as the BSCS listitems which are particularly be fine additions for building up an excellent biologi- needed for modernizing and improving the cal laboratory inventory. course of study. The third list is designated as advanced and con- 4. Eliminate from the revised list items whichare sists of items which are in addition to the basic and already present in the inventory. standard items. As the term implies, these are recom- 5. Examine catalogues and contact suppliers, list- mended for advanced work or for selected, specialized ing the quantities needed according to the school projects by students at all levels. However, it should situation. be pointed out that advanced items should only be 6. Select appropriate books add other materials added to the inventory after the basic and certain using the Purchase Guide. standard items are available in the quantities which After the bid requests and orders have been made up, are considered optimal. Certain types of unusual they should be examined and approved by the pur- courses are considered under the advanced category. chasing agent of the school. Upon delivery, each item should be checked against the specifications of the All items are listed so that the quantity desired in order. This involves testing some of the complex and ,:each of the three categories, basic, standard and ad- sensitive apparatus by technical use. vanced,isstated in the description. Therefore, under the term "microscope," the basic list designates The 1961 Supplement to the Purchase Guide has as the optimum quantity, one for each two students, several essays on the improvisation of biology equip- and on the standard list, one for each student. These ment, safety precautions for the laboratory and the designations were arrived at after long and careful emphasis which must be placed on the laboratory in discussion on the part of all of the consultants in- teaching modern biology, especially BSCS Biology. volved in the preparation of the Purchase Guide and In addition, there is a heavy emphasis on some of the represent the very best thinking of the group. In de- newer items of equipment in biology which reflect the ciding on the quantity listing for each item, the con- trends and recommendations from the BSCS. There- sultants had in mind budgetary limitations, as well as fore, both the original Guide and its Supplement the limitations on teacher time and background. should be used together. These, therefore, represent very skilled judgments in which the administrator can have confidence. Relation to the Laboratory Blocks In addition, there is a bibliography of desirable The BSCS Laboratory Blocks often require types books that should be found in the high school bi- of equipment which may not be found in the Pur- ology library. This is a carefully selected list which chase Guide.' However, each of the Laboratory is short and yet would be quite effective in biology Blocks, withitssupplementary teacher materials, laboratories. The Purchase Guide also includes essays gives a great deal of helpful advice as to how some of on the topics of "Remodeling for High School Bi- ology Laboratory," and "Outdoor Laboratories and 3 Appendix C includes the list of supplies and equipment Equipment for Biology." for six of the blocks.

64 the materials may be improvised by the teacher. Also sponsibility in this matter, their first task is to insist the BSCS Innovations in Equipment and Techniques their biology teachers use these sources in the prepara- for the Biology Teaching Laboratory gives detailed tion of purchase requests formulated en the basis of instructions for making many items of equipment.' budgets as well as these two published criteria. Several companies are now issuing materials which If the basic items in the Purchase Guide are pres- meet some of the specifications and needs of the ent in the recommended quantities in a school, the -Laboratory Block approach. However, the Purchase minimal apparatus, equipment, materials and sup- Guide catalogues some of the items which may be plies then exist for any good course in biology. When considered essential to efficient instruction in using the school is ready for the installation of BSCS Bi- the BSCS Laboratory Blocks. ology, then the use of BSCS Newsletter No. 21 and other BSCS aids is indicated for the ordering of sup- BSCS Laboratory Checklist plementary material to make BSCS Biology possible. BSCS Newsletter No. 21 is devoted to the equip- The administrator will soon note that BSCS Biology ment and supplies for the 1963 editions of BSCS requires really very littlein addition to the basic Biology and includes a listing of some of the sources items in the Purchase Guidethus, first the Guide from which these can be obtained. Therefore, in or- and then the few specialized items called for by BSCS. dering materials, equipment, apparatus and supplies If BSCS is not used, the school willstill be well for BSCS Biology, the Purchase Guide, together with equipped to teach any good biology course. Appendices B and C and BSCS Newsletter No. 21, For the first time, school administrators now have constitute the effective beginning for the process of standard criteria prepared by very thoughtful persons, equipping the biology laboratory, both in general and knowledgeable in school and scientific affairs, which in specific terms, for the type of instruction in biology may be used in effectively evaluating the requestsfor which is now recommended as modern biology. purchases which come from the science teacher. It is difficult to understand how efficient administrators Summary can do without these guides, and theschool administrator must use them if BSCS Biology is to become Thus, all administrators will find helpful allies in an important and valuable part of the totalscience the Purchase Guide and the BSCS Newsletter No. 21 program. in carrying out the task of efficiently using funds for the purchase of scientific equipment and supplies. In 4Schools should ryalize that, while construction of some fact, these may be considered as the absolute starting types of equipment may be a useful way for the teacher to spend his time, the time he spends on making equipment point for all purchasing procedures. Yet it must be should not be to the detriment of his primary educational noted that while administrators have the final re- activities.

65 .411111=werzi

THE BSCS AND THE NATIONAL DEFENSE EDUCATION ACT. -(NDEA)* 6 Margaret McKibben Lawler

The National Defen;e Education ActNDEA improvement of science education in general andto (Public Law 85-864) vas enacted by thepassage of the Biological Sciences Curriculum Study in particu- the Hill-Elliot Bill in the closing days of Congress in lar. ,1958. The Act was twice extended by the Congress and is now effective until June 30, 1965. Titles Having Implications for Improvement The intent of Congress isclearly expressed in in Science Instruction Title I, which outlines the general provisions of the Act, as follows: Title HIFinancial Assistance for Strengthening Science, Mathematics and Modern Foreign Language it is therefore the purpose of this Act to provide substantial assistance in various forms to in- Instruction has strong implications for improvement dividuals, and toStates and their subdivisions, in science instruction in elementary grades andsec- in order to insure trained manpower of sufficient quality and quantity to meet the national defense ondary schools in public and nonpublic institutions. needs of the United States. Other titles which also relate to science instruction Section 101 spells out the national defense needs are:II-Loans toStudentsinInstitutionsof in the first three paragraphsas follows: Higher Education; IV- National Defense Fellowships; V - Guidance, Counseling and Testing: Identification ...the security of the Nation requires the fullest development of themental resources and and Encouragement of Able Students; VII- Research technical skills of its young men and women.... and Experimentation in More Effective 'Use of Tele-

... The defense of this Nation depends upon vision, Radio, Motion Pictures and Related Media the mastery of modern techniques developed from for Educational Purposes; VIII- Area Vocational complex scientific principles. It depends as well upon the discovery and development of new prin- Education Programs; IX- Science Information; and ciples, new techniques and new knowledgt,.... X - Improvement of Statistical Services of State Edu-

This requires programs that. . .will correct cational Agencies. as rapidly as possible the existing imbalances in our educational programs which have led to an in- The Act now extend's to the 50 states, Puerto Rico, sufficient proportion of our population educated in science, mathematics, and modern foreign lan- the District of Columbia, the Canal Zone, Guam, guages and trained in technology. ... American Samoa and the Virgin Islands. Authority Congressional intent to improve education in sci- for implementing Title IX is vested in the National ence and technology is expressed or implied in each Science Foundation; the remaining titles, in the U.S. of the titles of the Act. A reexamination of the Act Office of Education. five years after its passage might result in a renewed emphasis on improvement of science, mathematics *Dr. I.ee E. Wickline, Science Sr ecialist,Instructional and technical education. Resources Branch, U.S. Office of Education contributed his services in bringing this chapter up to date as of Feb- The purpose of this chapter is to indicate how ruary 1964, so that it reflects the most recent changes in the several titles of theNDEAare related to the NDEA legislation. ti 66 TITLE II. Title II is concerned with loans to needy, of the Act, a total of $275 million of federal funds full-time students in institutions of higher education. was spent for purchase of sciencz equipment and Through the six fiscal years ending June 30, 1964, materials and for minor remodeling of science facili- the Congress has appropriated over $413 million in ties. During this same period nearly $8 million of support of this program, and a maximum appropria- federal funds were spent for supervisory and related tion of $135 million has been authorized for, fiscal services and for administration. 1965. Present legislation provides that no loan may be made after June 30, 1965 to any student who has Most states have found that matching the acquisi- not already borrowed on or before that date. tions money at the local level is easier than matching the supervisory and related services at the state level, To establish a student loan fund, an institution en- since the latter usually requires action by the state tering into an agreement with the federal government legislature. Over 80 per cent of the federal funds must deposit in the fund an amount not less than available for acquisitions of equipment and minor one-ninth of the federal contribution. Special con- remodeling have been matched, while about 60 per sideration is given to (1) students with a superior cent of the funds available for state level supervisory academic background wishing to teach in elementary and related services have been matched. Prior to and secondary schools, and (2) those evidencing su- December 18, 1963 these unmatched federal funds perior ability in science, mathematics, engineering or could not be reallotted. Enactment of P.L. 88-210 on a modern foreign language. The maximum loan dur- , that date, among other things, authorized the U.S. ing any academic year is $1,000. Interest at three per Commissioner of Education to reallot to other states cent does not start to accrue until one year after the any unmatched portions of state allotments. This per- borrower has completed his studies, and a ten-year mits states that are now completely matching their repayment period is provided. Up to half of the loan total allotment to request additional federal funds, of a person entering a full-time teaching position in both for the acquisit;on progrdiii at the local level and a public school will be cancelled at the rate of 10 per for the supervisory and related services program at the cent for each year of service. During 1962-63 some state level. 5,500 students receiving loans under Title II declared their intention to become high school science teachers. As a result of Title III of NDEA, most state de- The number of future'biology teachers in this group partments of education employed their first specialist is unknown, but it is undoubtedly considerable. supervisors in science. When the Act went into effect, state science supervisors in the TITLE III. Title III provides financial assistance for there were only 11 strengthening science, mathematics and modern for- nation. At the present time, there are 88 full-time state science supervisors and 13 combination science- eign language instruction. There are two separate programs under this title. The first provides for grants mathematics state supervisors. In addition to employ- ing specialist supervisors in science, many states have to state departments of education for the acquisition of equipment and materials and for the minor re- used supervisory and related services funds to conduct non-credit teacher inservice training programs in modeling of laboratory facilities for teaching science, mathematics and modern foreign languages under a science. Heretofore, any assistance to science teachers by state departments of education was provided by federal-state and/or local matching plan. generalist supervisors. The specialist supervisors in These acquisition funds may be used only by local science assist local school systems in planning for the school districts. State departments of education, how- improvement of their science programs, in selecting ever, receive funds for strengthening their supervisory appropriate equipment and materials and in the mi- and related services in science, mathematics and mod- nor remodeling of science facilities. A majoractivity ern foreign languages and for administering the State of state science supervisors is organizing, planning Plan. Matching funds for supervisory and related and in many cases conducting inservice training pro- services and for administration must be matched with grams for science teachers. As consultants they par- state department of education funds. In most in- ticipate in: presenting new curriculum materials such stances, the matching of acquisition funds was done as those of BSCS, curriculum development, establish- by local and not state units. During the first four years ing certification standards, organizing youth activities

67 and coordinating the resources of colleges, universi- guidance programs, to hold conferencesfor inservice ties, professional science organizations and industries preparation of local guidance personnel andto under- within the state. They frequently serveas liaison per- write the cost of tests, recordsystems and for the sonnel between local school districts and the U.S. rental of scoring equipment. Office of Education. Since tne summer of 1959 about50 colleges and Under the second Title III program, private,non- universities have held 416 guidance institutesof from profit elementary and secondary schoolsmay apply four to 10 weeks in duration. Inthat period, almost for loans for purchases of laboratory equipment and 14,000 public school guidance counselorsreceived for minor remodeling for science, mathematics and training in principles and methods ofcounseling. modern foreign languages. These loansare repayable within 10 years. In the first four years of the Act, TITLE VII. A program promoting improvedand wide nearly $3 million of federal fundswere distributed use of new educational media was authorized under for equipping and remodeling sciencefacilitiesin Title VII of the NDEA. Colleges anduniversities, nonpublic schools through the loanprogram. professional societies, school systems,state departments of education and private agencies have received TITLE 1V. Under Title IV of the NDEA, the Com- grants from the U.S. Office of Education. Mediamost missioner of Education had authority toapprove commonly studied, in decreasing order offrequency, 1,500 graduate fellowships',orthe academic year have been television, motion pictures, teachingma- 1962-63. To have its NDEA fellowshipprogram ap- chines, recordings and combinations oftwo or more proved, an institution of higher education must show of these media. Of the 200 projectsreceiving grants, how the proposed program will help increase the 29 have been in the biological sciences,33 in the number of college and university teachers. Grants for physical sciences and 26 in mathematics;55 have the individual are $2,000 for the firstyear, increasing been at the elementary level of instruction,25 at the to $2,400 for the third year, withan additional junior high school level and 28at the senior high amount for dependents. Three universities had 1 itle schg,o1 level. Results of these studiesare disseminated IV fellowship programs in science education for the by the Office of Education in the form ofreports, re- academic year 1962-63. views, abstracts and bibliographies. The Officeof Education also provides consultant servicesto state TITLE V. Provisions of Title V insure the develop- and local school systems requesting assistancein the ment and improvement of testing programs in public use of newer media. and nonpublic elementary (not below grade 7) and secondary schools as well as guidance and counseling The expenditure of $3 millionwas authorized for programs in public elementary (not below grade 7) the fiscal year 1959 and $5 million for eachsucceed- ing year for these purposes. and secondary schools through (1) grants tostate educational agencies and (2) federal contracts with institutions of higher education. Thepurpose of Title TITLE VIII. Title VIII of the NDEA provides for V is to identify students with greater thanaverage annual grants of $15 million directed toward im- ability in science as well as otherareas, to channel proved training and retraining of individuals in skills them into school programs most appropriateto their of importance for the national defense.Funds paid abilities and to encourage them to enter institutions to the state agencies administering vocational educa- of higher education.. The funds$17.5 millionan- tion programs may be used for supervisory and teach- nuallyare allotted on the basis of school-agepopu- er-training programs, expenses of consultantperson- lation for this purpose. nel, purchase or rental of instructional equipment, development of vocational trainingprograms and ex- Under Title V, $7.4 millionare set aside annually penses of youth included in the program. for institutes for public school guidance personnel,to cover expenses, a $75 weekly stipend and allowances TITLE IX. Title IX provides the Office of Scientific for dependents of grantees. Information Service (OSIS) of the NationalScience States are enabled to employ state guidanceperson- Foundation with funds for collecting and disseminat- nel to consult with local school systems in settingup ing scientific information underan advisory body,

68 the Scientific Information Council. Activities of the informationto other institutions and agencies in- OSIS include documentation and scientific informa- volved in preservice or inservice training of science tion retrieval research, financial support of scientific teachers. publications, collection and translation of foreign scientific information and the training of science infor- The ability of many states to sponsor inservice pro- mation specialists. grams for science teachers has been limited by the state's failure to match all federal supervisory and TITLE X. The purpose of NDEA Title X is the im- related service funds. Schoolsor school systems in- provement of services of state educational agencies in terested in organizing non-credit inserviceprograms processing and disseminating educational statistics. In for science teachers should get in touch with thestate the past, there have been almost as many methods of science supervisor to find what servicesare available. treating data as there are states. Lack 'of uniformity FACILITIES. Testimony of state science supervisors, has made such data about science programs as science school superintendents and others indicates that the enrollments, per pupil cost, faculties, teaching load, science equipment and facilities secured under Title certification standards and the like less meaningful III have been of value in implementing improvements thanis desirable. By December 1961, 48 states, in science programs which would otherwise have been Guam and Puerto Rico had plans approved for im- impossible. Secondary school science departmentsare proving and standardizing their statistical services. now generally equipped with some of the essentials Under Title X, states are required to meet a mini- for teaching the modern sciencecourses of the BSCS, mum set of standards to receive funds for improve- the Chemical Bond Approach, the Chemical Educa- ment of statistical services. These standards have in- tion Materials Study, the Physical Science Study Com- creased accuracy and recency of data, and, at the mittee and others. In fact, many schools would have same time, have eliminated considerable duplication found it extremely difficult to introduce suchnew of effort and cost. courses as BSCS Biology without Title III financial assistance. The NDEA fundsare particularly helpful as far as BSCS Biology is concerned since this is a NDEA Effect on Science Education highly laboratory-oriented type ofcourse and the lab The NDEA has resulted in improvement of at least requirements are different from those ofa lecture- five aspects of science educationstate level consult- demonstration course. Thus,many schools need a ant services in science by subject matter specialists, major retooling in their biology laboratories. facilities, use of media, training and retraining of Audio-visual materials, such teachers, and guidance services. as the BSCS Tech- niques and Single Topic films, projection equipment and sciencereferencematerialsforstudents and STATE SCIENCE SUPERVISORS. A major contribution teachers may be secured under the NDEA. Textbooks of NDEA Title III to science is the state science are excluded, although a small number may be ob- supervisor. Only seven state departments of education tained for reference purposes. Thus, under Title III, had science specialists on their staff prior to enact- it would not be possible to order copies for eachstu- ment of NDEA. Now 49 of the 56 states and terri- dent of such standard reference workas are cited in tories included under the Act have at least one person the bibliography in the BSCS books. However, three on their staff who devotes one half or more of his copies of a given reference might be the number al- time to science supervision. Twenty-two states em- lowable in that state. ploy more than one science specialist. A majority of the states, for the first time, have a science supervisor Likewise, under NDEA it would be possible tose- who is responsible for a statewide science program cure a limited number of sets of the Blue, Yellow and who is in a position to identify many of the de- and/or Green Versions of BSCS Biology, but not ficiencies in the program. He plans long range state- classroom quantities. The same is true of the BSCS wide programs for correcting these deficiencies. He Laboratory Block materials, the BSCS Research Prob- may organize or conduct state-NDEA supported in- lems in Biology volumes, BSCS Pamphlets and other service programs and he may also provide feedback BSCS publications.

69 In the early days of NDEA, state and local dis- cessed. Processing would indicateteachers who had tricts frequently gave priority to equipping secondary not up-dated their biology backgroundswithin the schools. By 1962, however, school districts were be- last 5, 10 or 15 years and thosewho had insufficient ginning to give greater attention to purchasing equip- courses in modern chemistry, physicsor mathematics ment and remodeling facilities in grades 1-9. Recent to do a good job of teaching biology.It would also visits to elementary and junior highschools reveal indicate geographicalareas where biology institutes that requests for equipment under the NDEA are and workshops would be ofgreatest value. Processing larger than those during the early years of the Act, of similar data about guidancepersonnel and pro- and that more proposalsare being submitted for con- grams could lead to improved guidance services. struction of storage space and forindividual laboratory work at these levels. USE OF NEWER MEDIA. Researchin more effective use of films, television, radio and other media under Respcnsible school administrators,science super- Title VII would be of value inbiology education. visors, teachers and taxpayers want to know how As in any other sciencecourse, there are times when Title HI funds are being spent. A study by Smith' a film is the best way to show a speeded-upprocess indicates that 24 per cent of the totalfunds approved in time-lapse photography.Use of the BSCS Single through fiscal year 1959 for improvementof science, Topic Films might be the bestway to convey an mathematics and foreign languageinstruction in the idea or process that couldnot otherwise be demon- State of Kansas was spent for languageand audio- strated in the classroom. visual equipment and materials; 15per cent was spent for furniture; 14 per cent for minorremodeling TRAINING AND RE-TRAININGOF TEACHERS. The pro- and installations; 12per cent for equipment and visions of the NDEA, theprograms of the National materials related to the study of light,sound and Science Foundation and the materialsof the BSCS wave motion (including optical equipment); 11per complement each other in the trainingof high school cent for printed materials; 6per cent for measuring biology teachers. The training andre-training of bi- and indicating devices (e.g.,meters and gauges); 4 ology teachers are crucial problems.In no other field per cent for equipment and materials relatedto the of science have recent developmentsbeen more rapid study of electricity, magnetismor electronics; 3 per than in the biological sciences. Manybiology teachers cent for equipment and materials relatedto the study whose training in the biologicalsciences is more than of biology;'- and the remainder insmaller percentages a few years old may find themselves inadequatelypre- for other aspects of science, mathematicsand modern pared to teach a new type of biologycourse. language instruction." As a result of the NDEA, studentswith ability in science and interest in teachingare given financial STATISTICAL SERVICES. If fully implemented, Title X support to prepare for careers in science andscience (statistical services) would bringabout improvement teachingTitle II through loans of teaching facilities to college and uni- as well as the other aspects of versity students and Title IV throughgraduate fel- science education considered in thefollowing pages lowships. use of new media, qualifications of teachers and guidance services. For example, information concerning To date the National Science Foundationhas been science teaching facilities in all thebiology laborator- responsible for financing the re-trainingof several ies of a state could be puton IBM cards and pro- thousand teachers of the Green, Yellow andBlue cessed. This would indicate schoolswhich needed the greatest assistance in securing equipment, 1Herbert A. Smith, "Purchases under TitleHI of the Na- materials tional Defense Education Act," Universityof Kansas Bulle- and facilities for teaching biology.Such a method tin of Education, May 1962. would also indicate schools failingto make appropri- This is exclusive of microscopes; ifall microscopes purchased were used for biology, the totalpercentage of funds ate use of newer media. expended for biology equipment would be 13per cent. ;For further information on the Titles of the NDEA,see: Data concerning the training of teacherscould like- The National Defense Education Act of1958: An Anno- tated Bibliography on 11w Administrationof the National wise be processed. For example, dataconcerning the Defense Education Act of 1958 and its Impacton American recency and nature of subject-matter training of bi- Education, Bibliographic Series: 64-1, compiledby Alice H. Songe, Education Specialist, Department Library,U.S. De- ology teachers could be punchedon cards and pro- partment of Health, Education and Welfare. 1964.

70 Versions of BSCS Biology through stipends and al- training may likewise fail to recognize '-1...ientific apti- lowances, which have enabled teachers to take advan- tude, the course prerequisites for post-high school ed- tage of preparation opportunities. Some of these ucation in science or the wide spectrum of career op- teachers have attended the many Summer Institutes portunities in science (including science teaching). emphasizing BSCS Biology. Others have attended in- Equally as important for the guidance person is a service institutes and still others the Academic Year good understanding of the general education value of Institutesusing BSCS materials.Information on science courses for students not preparing for specific names of some institutions offeringBSCS training science-oriented careers. financed through NSF grants may be obtained from the Institute Division, National Science Foundation, Summary Washington 25, D. C. Each institution, in turn, will P. L. 88-210 amended and extended the NDEA supply application forms and statements of require- through June 30, 1965. Whatever,.its fate may be ments for its BSCS training program.' after that date, it seems fairly certain that thZ provisions of at least most of its titles will be continued GUIDANCE SERVICES. Identification of able science under some form of federal legislation. students is feasible under the guidance, counseling and testing provisions of Title V. Research studies in- By providing for better facilities, for fellowships dicate that career decisions are most frequently made and loans to undergraduate and graduate students during the to'or high school years, with a majority and improved guidance and statistical services, in the of the remainder being made inthe senior high firstyearsof existencethe NDEA hasalready school. To insure an adequate level of science man- brought about marked improvement in the teaching power and the scientific literacy of the entire popula- of science, mathematics and modern foreign lan- tion, secondary school students need a minimum guages. Other resources exist for continued improve- number of science courses. Left to their own devices, ment in science education. These resources include they may fail to elect those most appropriate to their modern science curriculum materials such as those own needs and to the national needs. of the BSCS, Summer and Academic Year Institutes of the NSF for up-grading the subject-matter back- Guidance personnel without adequate professional grounds of science teachers, and the scientific know- how of persons in the community. If all of these re- 'Information on some of the other teacher preparation sources are wisely melded, continued improvement opportunities for BSCS Biology may be obtained from the BSCS. certainly will result.

411 APPENDICES

-; BSCS BiologySecond Course The Interaction of Experiments and Ideas (1963-64revised experimental edition) BSCS Biology Special Materials,1964-65 edition (for the lower ability student) Supplies and equipment for BSCS Biology:For supplies and equipment needed andsources for these, see BSCS NEWSLETTER 21, April 1964. There are no "official"or "recommended" BSCS suppliers. Publications now out of print BSCS NEWSLETTER Nos. 1-16, 18 BSCS High School Biology,1960-61 edition* Blue Version: Text, Laboratory Manual, Teacher's Guide Green Version: Text, Laboratory Manual, Teacher's Guide Yellow Version: Text, Laboratory Manual, Teacher's Guide Teacher's Commentary Laboratory blocks (teacher and student editions) Plant Growth and Development Animal Growth and Development Comp 'mentality of Structure and Function Microbes: Their Growth, Nutrition and Interaction Biological Investigations for secondary School Students, Vol. 1 BSCS High School Biology,1961-62 edition* Blue Version: Text, Laboratory Manual, Teacher's Guide Green Version: Text, Laboratory Manual, Teacher's Guide Yellow Version: Text, Laboratory Manual, Teacher's Guide Teacher's Handbook Biological Investigations for Secondary School Students, Vol. 2 Laboratory blocks Animal Behavior, by Harper Follansbee Regulation in Plants by Hormones, by William P. Jacobs and CliffordLaMotte Plant Growth and Development, by Addison E. Lee Ecology of Land Plants and Animals, by Edwin A. Phillips Interdependence of Structure and Function, by A. Glenn Richards Microbes: Their Growth, Nutrition and Interaction Equipment and Techniques for the Biology Teaching Laboratory, by Richard E. Barthelemy, Addison E. Lee James R. Dawson, Jr., and BSCS Biology Second Course: Laboratory Block Sequence No. 1: Student Supplement,Teacher's Manual BSCS BiologySpecial Materials (for the lower ability student) 1963-64 experimentaledition k Special Publications Series No. 1, Guidelines for the Preparation of Inservice Teachers, by Evelyn Klinckmazm °All listed volumes have been replaced by later editionsor will be replaced by new editions shortly. Publications in press and under preparation BSCS High School Biology BSCS Single Topic Films: Series in preparation; distributors havenot yet been designated. Laboratory blocks Regulation in Plants by Hormones Animal Behavior Research Problems in Biology: Investigations for Students, SeriesThree and Series Four BSCS Biology, Second Course Biological Science: The Interaction of Experiments and Ideas,1965 edition

75 APPENDIX B

1964 BSCS REVISED LABORATORY CHECKLIST

As a result of their visits to BSCS classrooms during the first experimentalyear of BSCS Biology testing-1960-61Mr. Norman Abraham and Dr. AlfredNovak, then BSCS Staff Consultants, prepareda Laboratory Facilities Checklist, which indicated facilities appropriate for teaching BSCS Biology.This Checklist first appeared in BSCS NEWSLETTER 9, in September 1961. The following isa 1964 revision of the Checklist, in terms of the commercial editions of BSCS Biology, Blue, Yellowand Green Versions; this revision was prepared by Mr. John R. Schaefer, BSCS StaffCon- sultant, in consultation with BSCS teachers and staff. The Checklist is not intended to be prescriptive, but ratherto set up guidelines to assist educators in planning for implementation of BSCS Biology. As is thecase with the equipment and supply lists prepared for BSCS Materials, it isnot necessary to have all of the equipment listed before BSCS Biologymay be introduced in the classroom. However, a well-equipped laboratory, properly used, will certainlyenhance the teaching of BSCS Biologyor any laboratory-oriented biology course.

To facilitate comparative evaluation of present bi- line, write in the point value for the circled item; i.e., the point value at the head of the column in which the ology laboratory facilities in a school, a Checklist is pro- circled item appears. E.g., under Fixed laboratory in- posed for a laboratory used daily by four classes of 28 stallations, if you have 200 square feet of shelf storage students each. This Checklist is not to be construed as space, circle 200, and in the column at the extreme right the definitive standard; it is simplya means of permitting put down 8 points, the value assigned to that item. Where the laboratory has none of the facility men- a general comparison of a school's facilities with optimal tioned,do not circle any item and enter a zero in the facilities. Your School column, since the response value is zero. In the Checklist, facilities have been grouped in Fine the category sub-totals for your school in each of the seven areas, and compare these with the maximum categories to permit a separate evaluation of each cate- possible scores for each area. gory, since the pedagogic and monetary values of the Obtain a grand total for all areas and compare it with various categories cannot be equated. For example, the the rating scale below: Fixed Laboratory Installations category is the most costly RATING SCALE and is of paramount importance. A high rating in this Per Cent category would be more significant than a high rating in Rating Points of Optimal the Demonstration Aids category. A 460-541 85 -100% B 379-459 70-84 The Checklist may be used in the followingmanner: 298-378 55-69 D 216-297 40-54 For each facility listed, circle the category that best 135-215 25-39 describes your laboratory. In the last columnon that F 8-134 0-24

76 1964 Revised Laboratory Facilities Checklist (Based on 28 students) Facility Point Value =.1=1112111111011111=010

Fixed laboratory installationsmaximum possible score216pts.

Demonstration table 1 Work counter (peripheral)linear feet 120 60 30 15 Sinksregular 4 3 2 1 laundry 2 1 Watercold 4 taps 3 taps 2 taps 1 tap hot 2 fops 1 tap Outletsgas 7 5 3 2 electrical 7 5 3 2 Compressed air Yes Garbage disposal Yes Shelf storage sq. ft. 450 300 200 100 Preparatian room large medium small Life alcove large medium small Project work area large medium small Science library/min. 50 vols. large medium small

Display cases (in halls) 2 1 Light and ventilation good fair poor Sub-total points Budget considerationsmaximum possible score 48 pts. Funds for perishables, glassware, chemicals, specimens, etc. $500/yr.$250/yr.$125/yr.$50/yr. Funds availableduringyear as needed yes Capital outlay funds $500/yr.$250/yr.$125/yr.$50/yr. Sub-total points Microscopesmaximum possible score 32 pts. Compound microscopes 28 lit 7 4 Binocular stereo microscopes 28 14 7 4 Sub-total points Lab assistantsmaximum possible score 16 pts.

Paid lab assistants-5 hrs. per week per section 1 Sub-total points

Major equipmentmaximum possible 111 pts.

Refrigerator 1

Gas range/oven 1

Incubator 2 1

Balances (.01 g) 4 3 2 1

Autodave 1

Pressure cooker 2 1

Centrifuge 2 1

Temp., humidity & light controlled chamber 1

Fume hood 1

Laboratory cart 2 1

Power supply units (AC/DC portable) 2 1 Sub-total points

Smallequipmentmaximum possible 70 pts. Basic laboratory equipment* many adeq. few sparse

Aquaria 4 3 2 1

Terraria 4 3 2 1 Glassware many adeq. few sparse Collecting equipment many adeq. few sparse Animal cages 8 6 4 2 Covered disposal containers 2 1 - Electric hat plates - 2 1 Chemicals many adeq. few sparse Sub-total points Demonstration aidsmaximum possible 48 pts. Specimen sets many adeq. few sparse Models and charts many adeq. few sparse Prepares' microscope slides many adeq. few sparse

Overhead projector 1 Cartridge projector 1 - Slide projector - 1 - Microprojector 1 Sub-total points

Your schooltotal score Includes items such as centigrade thermometers, pipettes, Bunsen burners, dissecting sets, tripod stands, ring stands,etc. 77 APPENDIX C

LIST OF SUPPLIES AND EQUIPMENT FOR BSCS BIOLOGY*

To assist teachers in ordering laboratory supplies and Recommended, Supplementary and Optional, it is equipment for BSCS Biology, BSCS Staff Consultant strongly recommended that all classes complete all John Schaefer has prepared lists of materials and equip- Basic exercises, and itis hoped that many other ment needed for the 1963 edition of each of the versions exercises will be used .also.Items. listed for Highly of BSCS Biology; lists were prepared for six lab blocks Recommended, Supplementary and Optionalexer- in the 1963 and 1964 commercial edition by the staff of cises are in addition toand do not duplicatema- the Committee on Laboratory Innovations. A supply list terials needed for Basic exercises. for the experimental edition of the BSCS Second Course It would be highly misleading toassume that any was prepared by the Supervisor Norman Abraham. As class needs all the supplies and equipment listed for new editions of BSCS materials are issued, the appro- any of the versions, since it is unlikely that any one priate supply and equipment listswill be available class will do all the exercises in a version. Thus, be- through the BSCS.1 fore ordering supplies,itis important that each In using the BSCS supply and equipment lists, it is teacher decide which labs his class will do, and imperative that the following considerations be kept in whether students will be working individuallyor in mind: squads for these labs. These lists include the minimum amounts and only Where living materials are involved, the exercise number is included, to give actual supplies and equipment needed tocarry out some indication of the laboratory exercises. These lists do not replace the date materials will be needed. 1964 revised BSCS Laboratory Checklist (see Ap- The BSCS has lists of those biological supply houses in- pendixB,page76.);theyprovidegreater terested in providing materials to BSCS teachers. Each detail than does the 1964 Checklist, and they include such company has indicated those items thecompany only minimal amounts, where the Checklist includes can supply in good quality and adequate quantity. How- minimal, as well as optimal, quantities. The lists ever, the BSCS assumes no responsibility for the quality should be used in conjunction with the Checklist. of service rendered by the listed suppliers, and the BSCS They are based on needs for 1 class of 28 students, does not recommend any supplier, whether listedor not, working individually, in pairs or in squads, depend- over any other supplier. The BSCS would appreciate ing on the type of lab exercise. Some materials and hearing directly from teachers of any difficulties thatmay arise with the listed suppliers or in obtaining needed supplies are reusable. Thus, the teacher will haveto decide which materials must be ordered for each materials. class section, and whichare reusable. Additional information concerninguse and/or con- They do not include items students struction of items for the various versions and blocks and can supply or acceptable substitutes for some listed items is included items to be purchased locally from petty cash (e.g., in the teacher and student manuals to the versions and toothpicks, newspapers, aluminum.foil, plastic bags, blocks." For a number of items, oatmeal, fresh .vegetables, etc.). see also BSCS Biology, Innovations in Equipment and Techniques for the Bi- Where exercises are classified as Basic, Highly ology Teaching Laboratory.

See BSCS NEWSLETTER 21, April 1964 for Lists of Suppliers. 1These lists do not include materials for supplementary laboratory exercises includedinthe BSCS NEWSLETTERS. Also they apply to the printings available as of September 1964.It is anticipated that new exercises may become available, and these may require some modification in these lists.

78 BLUE VERSION BIOLOGICAL SCIENCE :MOLECULES TO MAN

Equipment and Supplies (quantities forIclass of 28 students) The following list does not include items students can Supply or items to he purchased locally from petty cash (e.g., toothpicks, newspapers, aluminum foil, plastic bags, oatmeal, fresh vegetables, etc.). Amt Equipment Amt Equipment LARGE GLASSWARE BASIC 2 Aerators BASIC BeakersPyrex or Kimax-Griffinlow form, spoilt 1 Autoclave or pressure cooker-22 qt. 21 100 ml 2 Balancesdouble pan 14 250 ml 4 triple beam (.01 g) 12 1000 ml 1 Centrifuge 7 2000 ml 1 Geiger counter 24 BottlesBarnes dropping 30 ml 1 Hoffman electrolysis apparatus 4 Narrow mouth-4-5 liters 2 Hotplateselectric 16 Wide mouth-500 ml 1 Incubatorbacteriological 4 Burettes-50 ml 1 egg-100 egg size 14 Centrifuge tubes 7 Lampsgoose neck Y2 oz Cover glass#1 sq. 1 ultraviolet (germicidal) 2 oz #2 sq. 1 Metronome 112 DishesPetri-100 mm x 15 mm 14 Microscopescompound monocular 21 Specimen-41/2" diam. 7 stereo binocular FlasksPyrex or Kimax 1 Projector-2 x 2 14 Erlenmeyer 250 ml 1 screen 7 1000 ml 1 Refrigerator 1 Volumetric-1000 ml 2 FunnelsPyrex or Kimaxlarge OPTIONAL 1 pH meter 14 Glassrods--6" 1 Spectrophotometer 7 squares 13 cm. SMALL 14 Graduated 'cylinders10 ml BASIC 28 Blood lancetssterile, disposable 14 100 ml 2 1 Borercork, 6 mm 1000 ml 14 Brushescamel's hair 28 Medicine droppers 14 BurnersBunsen 14 with drawn out tip 5 yd Cheesecloth 7 Mortars and pestles 14 14 Clompspinch Pipettes, measuring 1 ml 14 screw 14 --10 ml 5 lb Corksassorted sizes 14 Porcelain spot plates 3 lb Cottonabsorbent 56 Slidesglassregular 3 lb nonabsorbent 28 depression 7 Filetriangular Test tubesPyrex or Kimax 28 Forceps 100 8-12 mm x 70-100 mm 14 Frog web boards 200 15-17 mm x 155 mm 14 Lenshand 28 20-25 mm x 200-250 mm 7 Metersticks 12 ft eaTubingglossasst. sizes 28 Needlesdissecting 144 Vialsglass-80 mm x 23 mm 14 inoculating 14 Watch glass Syracuse 18 Needles hypodermic -1 " -18 ga. 2 24 ga. CHEMICALS 7 Panslarge dishpan BASIC 1 pt Acetic Acid 3 pkg Paperfilter-9 cm 1 oz Acetocormine 1 1 pkg 12.5 cm gal Acetone 50 ft strip 20 ml Acetylcholine 1:10,000 aqueous sol. 2 rl glucose test 20 ml Adrenaline 1:10,000 aqueous sol. 350 shts graph Y2 lb Agarnutrient 4 bk lens 4 oz plain 2 rl pH, 1-11 range 1 pt Ammonium hydroxide 2 lb Paraffin 14 Antibiotic diskspenicillin and aureomycin 14 Pencilsmarking 1 pt Benedict's solution 7 Plant marker grids 100 gm Bile salts 1 Prism-45° or 600 50 gm Biuret reagent 14 Ring stands-36" 1 lb Calcium carbonate 14 Burette clamps 1 lb Calcium chloride 14 ring clomps 2 lb Calcium hydroxide 7 pr Rubber gloves 10 gm Carmine 5 lb Rubber stoppersasst., solid,1 and 2 hole 1 lb Chloroform 10 ft eaRubber tubingassorted sizes 75 mg Chloropromozine 28 Rulersmm, plastic-30 cm 10 gm Congo red 28 Scalpels 1 gm d- amphetamine sulfate 28 Scissorsf in e point 100 gm Dinitrophenol 1 pkg Splintswood 2 gal Ethyl alcohol 7 Syringehypodermic-2 ml 1 gm Giberellic acid 2 10 ml 1 lb Glucose 14 Test tube holders 1 lb Gum arabic 14 Test tube rocks-10 hole 10 ml Histamine acid phosphate 1:10,000 aqueous soln. 7 Thermometers(-10° to 110°C) 1 lb Hydrochloric acid-concentrated 14 Traysdissecting 1 pt Hydrogen peroxide-3% soln. 2 Vacuum bottles-1 pt 1 gm Indoleacetic acid 14 Wire gauzeasbestos center 1 qt Iodinepotassium iodide solution

79 BLUE VERSION Equipment and Supplies(Continued)

Amt Equipment Amt Equipment

CHEMICALS (Cont.) BIOLOGICAL MATERIALS (Cont.)

BASIC (Cont.) 5 gm Lactic acid BASIC (Cont.) 1 pkg Seeds Radish 1 lb Magnesium chloride 100 PeasAlaska 1 lb Manganese dioxide 1000 Tobacco--albino 10 gm Neutral red 49 Water snailssmall (Ex 60) 100 gm Nicotine alkaloid 100 gm Pancreatin Culturesenough for 1 class of 28 15 gm Peptone BASIC X Aerobacter aerogenes (Ex 57) 1 pt Petroleum ether X Bacillus cereus (Ex 20) 1 gm Phenol red X Chlamydomonas (Ex 27) 1 lb Potassium chloride 2X Chlorella (Ex 25(1), 7(1)) 1 lb Potassium hydroxide 2X Daphnia (Ex 27(1), 45(1)) 4 oz Potassium phosphatedibasic X DrosophilaVestigial wing (Ex 36) 4 oz monobasic X Wild type (Ex 35) 100 gm Propionic acid X Hydra-green or brown (Ex 27) 1 oz Quinine sulfate X Paramecium (Ex 27) 1 lb Soda lime X Physarum polycephalumdry sclerotic (Ex 26) 2 lb Sodium bicarbonate )1 Planaria (Ex 28) 2 lb Sodium chloride X Protists (Protozoa) (Ex 6) 2 lb Sodium hydroxide X Pseudomonas Nuoiescens (Ex 57) 1 lb Sodium nitrite X Serratia morcescens (Ex 57) 10 AJc Sodium phosphate .101. cant. 10 microcuries ofp92 X Volvox (Ex 27) 4 oz Sodium phosphate monobasic 1 lb Soluble starch Preserved 1 gm Testosterone BASIC 1 set Anti-A and Anti-B serum 4 oz Wright's blood stain 14 Eyescow or sheep BIOLOGICAL MATERIALS 28 Grasshoppers 14 Heartsmammallarge Living BASIC 18 Cockerelsday old male chicks (Ex 52(18)) Prepared Slides 35 Elodeasmall sprigs (Ex 17(7), 24(14), 40(7), 60(7)) BASIC 14 Ascaris eggs 36 Frog (Ex 42(14), 47(4), 55(14), 62(4)) 14 Leafdicot cs 18 Goldfish (Ex 50(4), 60(14)) 14 monocot cs 24 Hens' eggsfertile (Ex 31) 14 Onion root tip 7 Moss (Ex 40) 7 Mice (Ex 47) Culturesenough for 1 class of 28 100 SeedsBeansKentucky Wonder OPTIONAL X Amoeba culture (Ex 14)

YELLOW VERSION BIOLOGICAL SCIENCES AN INQUIRY INTO LIFE Equipment and Supplies (quantities for 1class of 28 students) The following list does not include items students can supply or items to be purchased locally from petty cash (e.g., toothpicks, newspapers, aluminum foil, plastic bags, oatmeal, fresh vegetables, etc.).

Amt Equipment Amt Equipment LARGE EQUIPMENTSMALL (Cont.) BASIC 2 Aquaria-6 gal BASIC (Cont.) 100 shts graph-1 cm grid 1 Autoclave or pressure cooker-22 qt. 4 bks lens 2 Balancesdouble pan 5 lbs Paraffin 4 triple beam (.01g) 12 Pencilsmarking 1 Fanelectric 7 Ring stands-36" rod 2 Hotplateselectric 8 Ring stand clamps (burette & tube clamp) 1 Incubator 5 lbs Rubber stoppersasst. solid,1 and 2 hole 4 Lampsgoose neck 10 ft eaRubber tubeasst. sizes 7 Lensesoil immersion 28 Rulers, mm. plastic 15 cm. 14 Microscopescompound monocular 14 Scissorsstraightstudent quality 7 stereo binonocular 7 straightfine point 1 Refrigerator 14 Scalpels 3 Spatulas-6" SMALL 1 Switchelect., reversing BASIC 1 Batterydry cell 6 V 3 Syringeshypodermic-1 ml 1 Borercork 7 2 ml 14 Brushescamel's hair 6 Test tube basketswire 14 BurnersBunsen 14 Test tube holders 5 yds Cheesecloth 7 Test tube racksI0 tube 5 lbs Corksassorted sizes 14 Thermometers-00-1000C 5 lbs Cottonabsorbent 3 --00-3000 C 3 lbs nonabsorbent 2 Tongsforge 28 Forceps 1 rI Toweling (insecticidefree) 28 Lenseshand 7 Tripod standssingle ring 14 Loopsinoculating (.05 ml cap.) 420 cm Tubingcellophane dialysis (5/8") 14 Metersticks 7 Wire gauzeasbestos center 7 Mortars and pestles 28 Needlesdissecting SUPPL. 1 Bottlepolyethylene squeeze type with 14 inoculating attached pipette tip 7 Needleshypodermic-1"-18 ga. Y2 lb Carborundum grinding powder #400 7 25 ga. 1 Chartmalaria life cycle 3 27 ga. 4 Compasses 1 btl Oilimmersioncedarwood 1 rl Filmcellulose acetate 2 pkg Paperblotting 19" x 24" 7 Forcepsfine point 12 shts cobalt chloride 8" x 10" 1 Hoffman electrolysis apparatus 3 pkg filter 9 cm 4 Jarsinsect killing 1 pkg 12.5 cm 14 Micrometerseyepiece 1 pkg 15 cm 1 stage 80 YELLOW VERSION Equipment and Supplies (Continued)

Amt Equipment Amt Equipment

EQUIPMENTSMALL (Cont.) CHEMICALS (Cont.)

1 Acetone SUPPL. (Cont.) 1 Netdipsmall aquarium SUPPL. I 4 insect 10 ml Acetylcholine 1:10,000 aqueous soln. 2 vialsPaperlitmus 10 ml Adrenalin 1:10,000 aqueous soln. Bial's reagent 1 rI Whatman No. 1 chromatography 25 mi 28 Rulerscm, 30 cm 50 gm Biuret reagent 1 set Slidescolormalarial stages 5 gm Bromthymol blue, soluble 1 pkgSplintswood 100 ml Butanol 14 Traysdissecting 1 gm Chloretone 75 mg Chloropromazine GLASSWARE 1 tab Dexedrine sulfate BASIC BeakersPyrex or KimaxGriffinlow form, spout 1 lb Dextrose Ethyl alcohol 14 2 gal 100 mi 4 oz Ferric chloride 14 250 ml 1 gal Forma lin 14 500 ml 2 1 qt Glacial acetic acid 600 ml Lactose 14 BottlesBarnes dropping 30nl 80 gm gas collectingwide mouth-250 ml 1 qt Methyl alcohol 24 1 can Ninhydrin reagent (aerosol can) 2 125 ml 20 gm Nutrient beef broth Y2 clz Cover glasssquare, #1 square, #2 10 gm Pentose sugar 2 oz 100 ml Phenophthalein 75 DishesPetri-100 mm x 15 mm 1 oz Silver nitrate 7 150 mm x 20 mm Sodium hydroxidepellets 30 specimen--41/2" diam 14 FlaskPyrex or KimaxErlenmeyer-250 ml 1 pt Sulfuric acidconc. 14 4 oz Thymol crystals 3 1 I FunnelsPyrex or Kimax 1 pt Toluene 14 150 ml Trypticase agar base w. dextrose 3 Glass squares clear 4" x 4" Graduated cylinders 10 ml 150 ml Trypticase agar base w. lactose 14 150 ml Trypticase agar base 14 100 ml 1 lb Urea 14 250 ml 1 pkg Urine glucose test paper 3 500 ml 25 gm Xanthydrol 48 Medicine droppers-41/2" 7 Pipettes 1 ml BIOLOGICAL MATERIALS 15 10 ml 56 Slidesglassregular Living 14 depression BASIC 14 Caterpillar (Ex 25.1) 14 Stirring rods 12 Cockerel-1 day old (Ex 27.1) 36 Test tubesPyrex or Kimax-15 x 125 14 Elodeo-14 sprigs (Ex 3.5) 112 20 x 150 17 Frogmature female-8 cm (Ex 28.1) 2 25 x 200 21 Frogmature male (Ex 3.6(4), 28.1(17) ) 8 ft TubingCapillary (.25 mm bore) 4 Moss plants (Ex 14.1) 12 ft ea Glassassorted sizes 840 Seedsalbino--corn or tobacco 56 Vials, glass-25 mm x 95 mm Pinon pinefresh 7 Watchglasses, Pyrex or Kimax-100 mm 14 Ulvaalive or pres. (Ex 13.1) Culturesfor 1 class of 28 SUPPL. 1 Beaker-750 ml 7 Dishesspecimen 8" diam. X Chlamydomonas, pure culture (Ex 13.1) 14 FlasksPyrex or Kimax-125 ml Drosophila cultures 4 Glass squares--piate--45 cm x 45 cm X Wild type (Ex 25.1, 30.1, 31.1, 31.2) 7 Medicine dropperswide mouthed X Dumpy wings (Ex 30.3) 7 Spoonsporcelain X Sepia eye color (Ex 30.3) 32 Tubes, Durham fermentation X Escherichio coil (Ex 11.1, 11.5) X Oedogonium, pure culture (Ex 13.1) CHEMICALS X Paramecium (for 5 ex./1 cltss)(Ex 19.1-19.5) Parameciummating types (Ex 19.6) 4 oz Acetocormine stain X BASIC X Urchin lutea (Ex 10.3) 1 lb Agar-granulated Antiobiotic disks X Serratia marcescens (Ex 10.3) 28 X Staphylococcus aibus (Ex 11.1, 11.5) 1 pkg Antuitrin "S" (Chorionic Gonadotrophin) lb Beef extract Preservedfor 1 class of 28 1 qt Benedict's solution Genetic Corn 150ml Carbon tetrachloride 14 Color segregated 2gm Carminepowdered 14 F2 of purple X nonpurple 1 lb Chloroform 14 BackcrossF2 X nonpurple parental strain 2gm Congo redpowdered gm Crystal-violet stain X Moss plants w. antheridia & archegonia 10 Moss plants with saprophytes lb Ether X gal Ethyl alcohol 95% X Pine branch w. cones Pine pollen cones gm Giemsa stain 14 7 Pine seed conesyoung lb Glucose 7 old qt Hydrochloric acid Specimenspres. or mtd. of 4 arthropod cI. pt Hydrogen peroxide (30%) X 1 Specimenspres. or mtd. of 7 chordate cl. 2qt Iodine solution set 1 set Specimenspres. or mtd. of 10 mjr. animal phyla 1 lb Mercury Tondescantiaflower buds 100gm Methyl cellulose X 10gm Methylene blue Prepared Slides 28 Methylene blue thiocyanate tablets Pituitary suspension (50 frog pit.) 14 Asserts or whitefish eggs 3lb Ringers solutionfrog 2 Moss antherldia LS Moss archegonia LS 1 qt Sodium hydroxide 2 2 Moss protonema WM 1 lb Soluble starch 14 Oidogoniumsexual stage 1 gm Testosterone 14 Onion root tip 1 r,I Tes-Tape 14 Parameclurnconjugation 14 Parameciumfission

81 YELLOW VERSION Equipment and Supplies (Continued)

Amt Equipment Amt Equi ment BIOLOGICAL MATERIALS (Cont.) BIOLOGICAL MATERIALS (Cont.) Living Preserved SUPPL. 14 Crayfish (Ex 20.2) SUPPL 14 Ascaris 14 Elodea-14 sprigs (Ex 6.2) 14 Crayfish 14 Earthworms (Ex 20.2) 14 Earthworms 16 Frogsmature male (Ex 3.7(2), 20.3(7), 26.1(7) ) 7 Fossil leaves 14 Goldfish (Ex 22.2) 7 Fossil mollusks in limestone matrix 14 ea Grasshoppersadult and immature (Ex 20.2) Genetic cornfrom test cross of a heterozygous 36 Hens' eggsfertilized (Ex 28.2) Fl (derived from a colored, nonshrunken, non- X Mushroom growth kit, for1 class (Ex 12.3) 14 waxy seed) by a homozygous plant derived 21 Planaria (Ex 29.1) from a colorless, shrunken, waxy seed. 14 Tadpoles (Ex 29.1) 700 Genetic peasdried round 700 Genetic peasdried wrinkled Culturesfor 1 class of 28 14 Grasshoppersadult and immature X Daphnia (Ex 22.1) 7 Precut, calcified petrifactions of plants (coal balls) X DrosophilaBrown vestigial (Ex 31.1) X Brown (Ex 31.1) Prepared Slides X Vestigial (Ex 31.1) 14 Ascaris cs X White eyed (Ex 31.2) 14 Earthworm cs X Paramecium (Ex 3.7) 2 Fern gametophyte X Physarum polycephalum (Ex 12.2) 2 Fern stem cs X Rhizobium inoculum w. spec. legume seeds (Ex 8.1) 14 'Leaves dicot cs X Vinegar eels (Ex 20.1) 14 Rootbuttercup cs 2 sets Stages of molaria life cycle 14 Stemsherbaceous dicot cs

GREEN VERSION-HIGH SCHOOL BIOLOGY, BSCS GREEN VERSION Equipment and Supplies (quantities for 1 classof 28 students)

The following list does not include items students can supply or items to be purchased locally from petty cash (e.g., toothpicks, newspapers, aluminum foil, plastic bags, oatmeal, fresh vegetables, etc.).

Amt Equipment Amt Equipment

LARGE SMALL (Cont.)

BASIC 1 Autoclave or pressure cooker-22 qt. BASIC (Cont.) 4 pkg Paperfilter, 9 cm 2 Aquaria 600 ss graph, 1 cm grids 2 Balancestriple beam (.01 gm) graph, semilog 2 Hotplateselectric, or stove lens 1 Incubator 1 roll pH test 7 Lampsgooseneck 4 Pan-shallow laboratory, enamel 14 Microscopescompound monocular 5 lb Paraffin 7 stereo binocular , 12 Pencilsglass ;narking 1 Refrigerator 7 Ring standsupports 7 burette and tube clamp ALT. BASIC 1 Temperature gradient box 7 rings 5 lb Rubber stoppersasst. solid,1 & 2 hole HIGH. REC. 1 Aquarium-5 gal 10 ft eaRubber tubingassorted sizes 2 Balancestriple beam (.01 gm) 28 Rulermm, plastic-15 cm 7 Lensesoil immersion 14 cm, 30 cm 28 Scalpels OPTIONAL 1 Drying oven 28 Scissorsstraightstudent quality 3 Temperature gradient boxes 7 fine point SMALL 7 Spatulas 1 Test tubewire basket BASIC 28 Blood lancetssterile, disposable 7 holders 1 Borercork 7 racks-10 hole 14 Brushescamel's hair 7 Thermometers (100C to 1100C) 7 BurnersBunsen 14 Traysdissecting 5 yd Cheesecloth 560 cm Tubingcellophane dialysis 5/8" 28 Clampspinch 7 Wing tops for Bunsen burner 5 lb Corksassorted sizes 7 Wire gauzeasbestos center 3 lb Cottonabsorbent 3 lb nonabsorbent ALT. BASIC 7 Needles hypodermic #25 4 -, Filestriangle. 2 Syringeshypodermic-2 ml 28 Forcepsstudent grade 7 fine point HIGH. REC. 1 Barplant grappling 7 Jarsbattery 1 btl Cedarwood oil immersion 28 Lenseshand 7 Cotton sleeves for thermometer 7 Loopsinoculating 7 Loopsinoculating 14 Metersticks 3 Mortars and pestles 4 Mortars and pestles 3 Pansshallow laboratory, enamel 56 Needlesdissecting 2 Netsinsect 82

,cl GREEN VERSION Equipment and Supplies (Continued)

Amt Equipment Amt Equipment SMALL (Cont.) CHEMICALS(Cont.)

HIGH. REC. 1 Netdip, large (1/4"-3/8" mesh) BASIC (Cont.) 1 pt Hydrochloric add (Cont.) 1 planktonmedium mesh 1 gm lndoleacetic acid 4 Tablesrelative humidity 2 qt Iodinepotassium - iodide solution 6 Test tubewire basket 4 oz Iron acetocarmin solution 7 holder 4 oz Lanolin 1 pt Litmus solution OPTIONAL 1 roll PaperpH testwide range 10 gm Methylene blue 14 Ring standrings 5 gm Monobasic potassium phosphate 1 Seine-1.2 m x 6 m 1 gm Pancreatin 7 Syringe bulbs 50 gm Peptone 1 pt Petroleum ether GLASSWARE 100 gm Propionic acid BASIC BeakersPyrex or KimaxGriffin low form, spout 1 oz Quinine sulfate 28 50 ml 1 pt Sodium hydroxide 7 100 ml 1 pt Sodium hypochlorite 7 250 ml 10 gm Sudan IV 28 600 ml 1 rl Test tape 1 1000 ml 5 gm Yeast extract 14 BottlesBarnes dropping-30 ml 28 --gas collectingwide mouth-250 ml ALT. BASIC X Pituitary suspension Y2 oz Cover glass#1 square 2 oz #2 square HIGH. REC. 10 ml Acetylcholine bromide 36 DishesPetri, 100 mm x 15 mm 10 ml Adrenalin chloride 1:10,000 specimen-41/2" diameter 100 ml Agar mediumCrone's nitrogen free 30 Ascorbic acid 7 8" diameter 10 gm FlasksPyrex or KimaxErlenmeyer 3 gm Calcium phosphate, tribasic 3 gm Calcium sulfate 14 250 ml 7 500 ml 3 gm Dibasic potassium phosphate 2 2000 ml 1 gm Ferric phosphate 7 FunnelsPyrex or Kimax 75 mm top 10 ml Histamine acid phosphate 1:10,000 aq. soln. 2 100 mm top 1 gm Indophenol 2 120 mm top 1 pt Lactic acid 12 Glass squaresclear-5" x 5" 3 gm Magnesium sulfate 10 gm Nicotine alkaloid 1 Graduated cylinder50 ml 7 100 ml 10 gm Potassium chloride 2 1000 ml 10 gm Sodium nitrite 10 uc Sodium phosphate solution of psz 48 Medicine droppers-41/2" OPTIONAL 25 gm Calcium carbonate 28 Pipettes-- 1 ml --10 ml 1 lb Cobalt chloride 7 1 gm Methyl red 1 PotPyrex or Kimax-2 I 28 Screw cap culture tubes-20 x 150 mm BIOLOGICAL MATERIALS 14 Slidesglassdepression 56 regular Living 14 Stirring rods Class samples (one each) living and/br 76 Test tubesPyrex or Kimax-20 mm x 150 mm preserved or mounted (Ex 1.1, 4.1) 14 25 mm x 200 Mm BASIC Amphibians 12 ft ecTubingglassasst. sizes Bacteria 14 Watch glassesSyracuse Cactus 28 Vials, glass-25 mm x 95 mm Centipede Crayfish HIGH. REC. BeakerPyrex or KimaxGriffinlow form, spout Earthworm 14 - -250 ml Euglena 7 DishPetri, 150 mm x 20 Am Fern 7 Graduated cylinders 10 ml Flatworm 7 100 ml Green algae Screw cap culture tubes-20 x 150 mm Large Jellyfish 7 Test tubesPyrex or Kimax-25 mm x 200 mm Lichens Liverworts or mosses OPTIONAL BeakerPyrex or Kimaxlow form spout Luna moth 7 50 ml Mammal 21 400 ml Mollusk 40 Dishesspecimen-41/2" diameter Mushroom 21 Funnels - -Pyrex or Kimax-100 mm Paramecium n. 28 Stirring rods Pitcher plant or sundew Planoria CHEMICALS Red algae Reptile BASIC 2 pts Acetic acid ,x 2 qts Acetone Rotifer 500 gm Agar Sensitive plant Slime mold (fruiting body) 1 gal Alcoholethyl Spider 1 qt --isopropyl 10 gm Beef extract Sponge Starfish 1 pt Benedict's solution 10 gm Bile salts 50 gm Biuret reagent X Daphnia(Ex 14.3) 4 oz Bromothymol blue 28 Elodeasprigs (Ex 1.3) (14), Ex 12 (14)) 16 FishCorydoras---males (Ex 18.1) 1 lb Carnoy's solution 8 Bettamales (Ex 18.1) 1 pt Chloroform 10 gm Crystal violet 10 Frogs (Ex 12.1(3), Ex 14.1(7) ) 50 gm Dextrose agar 36 Hens' eggsfertilized (Ex 15.3) 42 Planoria(Ex 15.1) 1 pt Ether 2 gal Formalin 14 Tradescantiastamens (Ex 12.1) 100 gm Glucose 420 Tobacco seedsalbino(Ex 16.1)

83 GREEN VERSION Equipment and Supplies(Continued)

Amt Equipment Amt Equipment BIOLOGICAL MATERIALS (Cont.) BIOLOGICAL MATERIALS (Cont.)

BASIC (Cont.) 14 Water snails, small (Ex 1.3) HIGH. REC. 75 Water snails-small (Ex 11.1) (Cont.) 28 Zebrina-shoots-20 cm (Ex 18.3) Cultures-enough for 1class of 28 X Agrobacterium tumefaciens (Ex 7.3) Cultures-enough for 1class of 28 X Drosophila-Wild type (Ex 16.3) X Euglena (Ex 11.1) X -Dumpy (Ex 16.3) X Physarum polycepholum (Ex 12.5) X Mixed microorganisms (Ex 1.5) X Rhizobium inoculum (Ex 7.4) X Sorcina lutea (Ex 7.2) X Serratia marcescens (Ex 7.2) Preserved or Mounted X Small aquatic organisms (Ex 9.3) 4 Crayfish 1 Frog Skeleton Preserved or Mounted 7 sets Insects-10 kinds 1 set Blood typing serum-Anti-A and B 1 Skeleton-cat Prepared Slides 1 -human 4 Earthworm cs 4 Hydra ls ALT. BASIC 7 Frogs-female 8 cm (Ex 15.5) 4 Planaria cs 7 -male (Ex 15.5) Living Living OPTIONAL 2 btl Brine shrimp eggs (Ex 2.4) HIGH. REC. 2 btl Brine shrimp eggs (Ex 4.4) 105 Hydra-Pelmatohydra oligactis-budding (Ex 2.4) 4 Crayfish (Ex 4.4) 36 Mealworms - Tenebrio molitor (Ex 14.7) 12 Earthworms (Ex 4.4) 36 Wireworms--Agrietes (Ex 1.4.7) 11 Frogs (Ex 4.4(4), Ex 14.5(7) 36 Wood lice-Armadillaria (Ex 14.7) 14 Genetic corn-F2 dihybrid (Ex 16.6) 500 Genetic peas-round (Ex 16.5) X Cultures-enough for1 class of 28 500 -wrinkled (Ex 16.5) X Drosophila-with phenotypically dominant 12 Hydra (Ex 4.4) trait (Ex 16.7) 90 Planaria (Ex 4.4 (15), Ex 11.1 (75)) -with recessive to above trait (Ex 16.7)

LABORATORY BLOCKS Additional information concerning use and/or construction of the items for the various blocks, is included in the student and teacher nrnuals to the particular block. For a number of the items, see also BSCS Biology, Innovations in Equipment and Techniques for the Biology Teaching Laboratory.

Animal Growth and Development (1963 commercial edition)

Equipment and Supplies (quantities for 1class of 28 students) The following list does not include items students can supply or items to be purchased locally from petty cash (e.g., toothpicks, newspapers, aluminum foil, plastic bags, oatmeal, fresh vegetables, etc.).

Amt Equipment Amt Equipment LABORATORY APPARATUS AND/OR SPECIAL SUPPLIES LABORATORY APPARATUS (Cont.)

BASIC 1 Balances-Analytical or torsion** OPTIONAL X Aquarium nets (125 mesh/inch) 4-8 -Triple beam (0.1 g) X Filter Paper 1 Brooder, w. cone-type heating element** X Needles (fine glass or steel) 1 Chicken-egg incubator 14 Compound microscope GLASSWARE 1 lb Cotton-absorbent BASIC 14 Beakers-50-100 ml 7 Dissecting instruments, one kit per squad, incl: 21 Fingerbow1-4" glass or 8 oz. polyethylene dissecting needles; forceps, fine sharp-pointed; refrig. dishes w. lid forceps, medium size (medium points); pipette; 21 -10" glass or 64 oz. polyethylene ruler, transparent cm; scalpel, scissors, med. refrig. dishes w. lid size sharp-blunt; scissors, small, fine-pointed; 10 Gallon jugs spatula 35 Jars-small screw cap 7 Dissecting microscopes** 2 -wide-mouth gallon 2 box Filter paper 14 Petri dishes c 4 Hypodermic needles-3/4 inch, #18 30 Serum vials or bottles w. serum stoppers which fold 24 -3/4 inch, #22 down over bottle lips 18 Hypodermic syringes (1 ml tuberculin) 7 Syracuse dishes 1 Ion exch. col. or still for H2O 28..... iest tubes 1 Refrigerator-pref. not to be shared non-block classes 4-8 Graduated cylinders-1liter 12 Single-depression slides w. cover slips 4-8 -100 ml 7 Source for very bright light* 1 Stove or hot plate OPTIONAL X Erlenmeyer Flasks 1 Temp. gradient box w. 32 polyethylene refrig. X Jars, wide-mouth, gal dishes and covers, round 8 oz. X Large flat dishes or enamel pans 12 Thermometers X Serum vials w. fold over rubber serum stoppers

I ANIMAL GROWTH Equipment and Supplies (Continued)

Amt Equipment Amt Equipment CHEMICALS BIOLOGICAL MATERIALS Algae, Elodea or leafy green vegetables BASIC 25 g Calcium chloride BASIC Abund 14-21 Day-old cockerels of same breed 1 gal Ethyl alcohol (70%) or Formalin 100 mg L-Thyroxine 66 Eggs, fertile hens' 100 mg L-Triiodothyroriine 3 Frogslive mature females 10 g Potassium chloride 7 live mature males 50 ml Sesame oil 150 tadpoles in or near hindlimb bud stage 2 oz Glass cover slips 1 lb Sodium bicarbonate (baking soda) Microscopeslidesglass 1 It, Sodium chloride(noniodizedtable salt) 1/2 gr 500 mg Testosterone propionate 14 single depression 2 g Thiourea X Prepared frog pituitary suspension or mature OPTIONAL X Agar female frogs X Alpha-napthol X Calcium chloride OPTIONAL X Artemia eggs Chloretone-(1,1,1-Trichloro-methyl-2-propanol) X Chicksembryos--living 36 hrs X 60-72 hours X Chorionic gonadotrophin X living X Ethylenediamine tetracetic acid-disodium salt X Day-old cockrel Iodine X Day-old pullet X Frogembryos, pre- and post-gastrula X Neutral red stain (soln.) X X larvaeShumway's stage 16-17 X 1 N hydrochloric add tadpolesShumway's stage 25 to X Para-phenylene diamine (p-Diaminobenzene) X Potassium chloride metamorphosis onset Potassium iodide X mature female Potassium phosphate(dibasic) X Hydra monobasic) X Microscope slides, glass Sodium azide X Pituitary extract (comm. or freshly prep.) Sodium phosphate(dibasic) X Planaria (monobasic) Thiourea Tr! (hydroxymethyl) aminomethane f possible

Plant Growth and Development (1963 commercialedition) Equipment and Supplies

(quantities for 1 class of 28 students) The following list does not include items students can supply or items tobe purchased locally from petty cash (e.g., toothpicks, newspapers, aluminumfoil, plastic bags, oatmeal, fresh vegetables, etc.). Amt Equipment Amt Equipment LABORATORY APPARATUS AND/OR SPECIAL SUPPLIES GLASSWARE (Cont.) Test tubesPyrex or Kimax-20 mmx 150mm 15 sq ftCellophane*Dark blue 48 16 13 mmx 100mm 5 sq ft Dark green 25 mmx 200mm 15 sq ft Dark red 24 8-16 Watch glass or shallow dish 1 Cork borer 1 lb Cotton, nonabsorbant CHEMICALS 7 Cutter (tissue) 1 Distilled water or deionizing unit 6 g Agar X Eye piece micrometer, 1/scope or 14/lab 750 ml Alcohol, Ethyl 95%reagent grade Ascarite 1 Fingerprint ink, tube 50 g 2 Fluorescent lights (40 w., cool white or slim line) 3 g Boric acid 160 Germinationblotters 10 g Calcium chloride 15 tray w. light openings 25 g Calcium nitrate Ca(N00)2 . 4H20 12 Hacksaw blades 5 g Corn starch 7 Hand microtomes 1 g Cupric sulfate CuSO4 . 5Hp 1 Incandescent light (150 W) 25 ml Formaldehyde 14 Microscopes 100 mg Gibberellic acid 24 Millimeter rulers 25 ml Glacial acetic acid 7 Pan or breakers 200 mg lndoleacetic add 7 Plant marker 5 g Iodine 8 Scissors 10 g Lano.in 1-3 Stage micrometer 5 g Magnesium sulfate MgS0, 71-120 Manganese chloride MnCl2 . 41%06 1 Styrofoam 1" x x 3' (green) 2 g 7 Volumeter 2 ml Nitric acid (concentrated) 1 g Potassium chloride GLASSWARE 25 g Potassium dichromate 24 Beakers 10 g Potassium iodide 100 Cover slides 10 g Potassium nitrate" 8 Dropper bottles 5 g Potassium phosphatemonobasic 1 lb Glass beads, 6-8 mm diam. 2 g Safranin stain 8 Graduate cylinders 115 g Sodium hydroxide (pellets or crystals) 48 Petri dishes 1 g Sodium ferric ethylenediamine tetraacetate 16 Pipettes (medicine dropper) 3 g Sodium molybdate Napo°, 100 Slides While DuPont cellophane in MSC 300 and K210 series is desirable, supplies may nolongerbe available.Similar results may be obtained by using such other types of filters as plastics, plexiglass, theatrical gelatins and cellophanes fromgeneraldepartment stores. Where these are used, the teacher should expect slightly different results from those inthe Teacher's Supplement tothe Plant Block.

Must bereagent grade 85 PLANT GROWTH Equipment and Supplies(Continued)

Amt Equipment Amt Equiement

CHEMICALS (Cont.) BIOLOGICAL MATERIALS (Cont.) 2 litersSolution of commercial plant food some other varieties available locally are 40 g Sucrose satisfactory) 200 ml Sulfuric acid (concentrated) 55 g Okra (LouisianaGreenVelvet) (Not pre-tested for 2 rolls Testape (glucose urinalysis) germination) 1.5 g .2,3,5- triphenyltetrazolium chloride 5 g Sorghum (RS 610) 3 g Zinc sulfate ZnS04 7H 20° Others BIOLOGICAL MATERIALS Prepared Slides Seeds 16 1.Corn root sections (median or near-median 450 g Alaska peas longitudinal sections, 5 mm long, cut at a dis- 55 g Castor boons tance 15 mm from root tip of a 3-day old root) 550 g Corn 16 2.Corn root sections (median or near-median 15 g Grand Rapids lettuce (fight sensitive and shipped longitudinal sections 5 mm long, cut from 6-day under light-tight conditions) old roots at a position marked 15 mm from the 3 g Great Lakes lettuce root tips when they were 3-days old) 125 g Kentucky Wonder beans (Bush or Pole variety) 16 3.Corn root 'tips (median or near-median 55 g Little Marvel peas longitudinal sections 12 mm long cut from 40 g Oats (Avena sativa, variety Victory preferred, but 3-day old root tips) 4 Variegated Coleus plants

Microbes: Their Growth, Nutrition and Interaction (1964 commercial edition) Equipment and Supplies (quantities for 1 class of 28 students) The following list does not include items students can supplyor items to be purchased locally from petty cash (e.g., toothpicks, newspapers, aluminum foil, plastic bags, oatmeal, fresh vegetables, etc.). Amt Equipment Amt Equipment LABORATORY APPARATUS AND/OR SPECIAL SUPPLIES CHEMICALS (Cont.) 3 Aspirators (opt.) General 1 Autoclave or pressure cooker, 22-26 qt 30 g Agar 4-6 Balances (0.01 g) 0.2 g Biotin 3 Buchner funnel & suction flask (opt.) 5 g CaC1. 2H20 7 Bunsen burners 5 g Casein hydrolysate vit. free 1 Cotton (plugging) package 3 g Cellulose 1 Dry sterilization ovenor range with oven 3 g Fructose 1 Heat source for autoclaveor range with oven 30 g Glucose (dextrose) 1 box Filter paper 0.2 g Inositol 14 Forceps 15 g KV°, 14 Hemacytometer 3 g Lactose 14 Inoculation loop or needles* 3 g Maltose 14 Medicine droppers 3 g Mannose 14 Micron discs (B&L or equiv.) 5 g MgSO4 7H20 14 Microscopes 50 g NaCI 1 Refrigerator 2500 ml Nourospora medium-deficient 14 Swinny filters, Millipore or B&D (opt.) 20 g (NH,)2S0, 6-8 Thermometers' 20 g Nutrient agar (dehyd media) 1 Thermostat* 5 g Peptone 8 Transfer chambers (opt.) 20 Potato dextrose agar (dehyd media) I Water still or delonizing column 0.2g Riboflavin GLASSWARE 10g Sodium lactate (60%) X Beakers (asst.) 3 g Starch 100 Cover glasses 25 g Sucrose 84 Culture tubes 0.2 g Thiamine 2-3 Dispensing column (opt.) 10 g Tryptone I 35 Erlenmeyer flasks (125 ml) 15 g Yeast extract 8-10 Graduated cylinders (asst.) 5 g Yeast nucleic acid 14 Growth tubes* 28 BIOLOGICAL MATERIALS Petri dishes, glass or 77 plastic X 21 Pipettes, 1 ml Asporgillus niger X Bacillus mycoldes 100 Slides X 14 Spreading rods Bacillus subtilis X Neurospora crassa (Inositol defic, st.) CHEMICALS X Rhizopus nigricans Stains X Sarcina lute. 100 ml Decolorizing agent-95% EtOH or subst. X Serratia marcescens 100 ml Gram's iodine X Staphylococcus albus 100 ml Gram's stain (Hucher's ammonium oxalate crys. X Yeast (package dry) violet) 2 oz Methyl cellulose (10%) 100 ml Methylene blue stain 4. 100 ml Safranin stain 100 ml Spore stain-6% aqueous Malachite green

86 The Complementarily ofStructure and Function (1963 commercial edition) Equipment and Supplies (quantities for 1 class of 28 students) The following list does not include items studentscan supply or items to be purchased locally from petty cash (e.g., toothpicks, newspapers, aluminum foil, plastic bags, oatmeal, fresh vegetables,etc.).

Amt Equipment Amt Equipment

LABORATORY APPARATUS AND/OR SPECIAL SUPPLIES GLASSWARE (Cont.) 100 Applicator sticks, wooden 72 Microscope slides 7 Balances 7 7 Petri dishes Balancing tables 1 doz Pipettes, medicine droppers 28 Blood lancet, sterile, dispos. 14 Clamp-holder CHEMICALS 7 Cockroach racetrack 14 1 pt Alcohol (70%) Compound microscopes 5 ml Anti A-B bloodtyping serum 7 Lissection kits, w. blunt probe 20 g 7 Frog pinning board Benzene or zylene 10 g Carbon tetrachloride 14 Hand lenses or dissecting scopes 20 g 7 Insect etherizing chamber Ether 7 1g Janus green B stain Kymograph, muscle clamps & lever arm* 10 g Methyl cellulose, dry 7 Lung model* 1 g 70 Marbles (16 mm) Methylene blue stain 500 ml Ringers solution 7 Meter sticks 20 g 1 pkg Pins, rustproof, straight Sucrose 7 Spring scales, 25 kg or 2 kg BIOLOGICAL MATERIALS 14 Stand, support 7 Stimulator, 1-6 volt 1 unit Amoeba culture 20 Styrofam balls, 1/2"-3/4" 7 Birds (may be preseryeci) 4 kg Washers or wts for lever arm 70-100 gm 1 unit Ciliated protozoan culture 7 Watches 7 Cockroaches or large beetles, living 14 Earthworm, large, living 1 Whetstone, 120-180 grit 70 Fly (Musca domestica), living GLASSWARE 28 Frogs, living 7 7 Beakers, 400 ml Preserved large flying insects 14 72 Cover glasses Slides of striated muscle 14 Slides of cross section of earthworm 7 Graduated cylinders, 10 ml 14 Slides of cross section of intestine showing villi

FIELD ECOLOGY(1964 commercialedition) Equipment and Supplies (quantities for 1 class of 28 students) The following list does not inclUde items studentscan supply or items to be purchased locally from petty cash (e.g., toothpicks, newspapers, aluminum foil, plastic bags, oatmeal, fresh vegetables, etc.).

Amt Equipment Amt Equipment

LABORATORY APPARATUS AND/OR SPECIAL SUPPLIES LABORATORY APPARATUS (Cont.) Anemometer (wind meter) 7 Plastic triangles, 45°, 450, 900 7 Bitterlich sighting device 7 Point frame apparatus 3 ea Blotting paper, various colors 7 Ruled plastic overlay for bryoid cover 10 x 10 cm* 140 cm Capillary tubing 28 Ruler, plastic 15 cm 7 Carpenters levels 7 Stoppers to fit burette 7 Clamps, Mohr 7 Support stands 1 Cork, borer set 7 Tape, measuringPreferably 30 meter steel 7 Cover frames 7 Two-hole stoppers 1 Evaporator, Livingston 14 Volumeters 35 Filter papers 7 Soil test kits 7 Insect collecting nets 28 Graph paper, preferably with squares in mm 7 Killing jars, wide mouth 7 Level or carpenter's "T" squares 1 Light meter 28 Polar coordinate papers 10 Maximum-Minimum thermometer 14 Mercury thermometers GLASSWARE 21 Meter sticks 7 Burettesstraight pinchcock, 25 ml 1 Meter stick balance 1 Graduated cylinder. 100 ml 28 Microscope slides & cover glasses 28 Modified Horne trap (amt. depends on quantity Plastic culture dishes 50 x 12 mm of animals) CHEMICALS 7 vials pH paper scale 3-11 15 shts Photographic copying paper---Driazo Sepia Inter- 25 ml Ammonium hydroxide for developer (conc.) mediate 1401T or Sepia Ozalide No. 33 NT 7 Collodionsmall bottle 81/2 x 14" 1 Humidity indicator (Cobalt chloride type) 7 7 Plant markers Calcium chloridesmall bottle

87 REGULATION IN PLANTS BYHORMONES (1964, commercialedition) Equipment and Supplies (quantities for 1 class of 28 students) The following list does not includeitems students can supply petty cash (e.g., toothpicks, or items to be purchased locally from newspapers, aluminum foil, plastic bags, oatmeal, freshvegetables, etc.). Amt Equipment Amt Equipment LABORATORY APPARATUS AND/OR SPECIAL SUPPLIES CHEMICALS 48 Applicator sticks (wooden) 1 Autoclave heat source (range with oven) 1 qt Alcohol 1 Autoclave or pressure cooker, 22-26 qt. 20 g Ca (NO,), 4H00 1 Balance--analytical or torsion 10 g Calcium hypochiorite or 4-8 triple beam (0.1 g) 200 ml chiorox 1 box Filter paper 2 g Ferric tartrate 96 Plant tags 300 mg IAA 14 Plastic mm rulers 10 g KCI 1 5 g Pyrex or Kimax still for Hp or ion-exchangecolumn KH2PO4 1 Refrigerator 10 g KNO, 7 Transfer chambers 3 oz Lanolin 5 g MgSO4 7H20 GLASSWARE 0.5 g Nicotinic acid 0.1 g 77 Beakers (1 liter) or substitute containersto mix Pyridoxine solution 400 g Sucrose 14 Flasks Erlenmeyer (125 ml) 0.1 g Thiamine (131) 8 Jars (1 qt.) for storing solutions 140 Petri dishes BIOLOGICAL MATERIALS 1 lb Bean seeds 90 Coleus plants 2 oz Tomato seeds

88 APPENDIX D

NUMBER OF MINUTES PER WEEK IN CLASSFOR BSCS BIOLOGY CLASSES 1961-62, BY VERSIONAND GRADE LEVEL

No. of classes No. minutes Yellow Blue Green per week 9th 10th 9th 10th 9th 10th gradegrade gradegrade gradegrade 200 2 39 4 4 205 210 215 22 6 14 220 1 4 225 29 3 7 9 29 230 3 1 235 7 240 -, 2 8 2 245 4 250 11 42 12 19 5 35 255 2 2 260 1 12 5 9 265 2 7 13 270 12 16 3 35 275 15 210 10 203 2 96 280 18 9 25 13 6 285 4 37 290 2 10 295 4 1 4 8 300 10 2 15 4 37 305 2 310 19 8 315 11 2 6 1 320 325 330 - 335 4 6 340 345 4 350 480 5

89 APPENDIX E

THE DIRECTOR ANSWERS QUESTIONS ABOUT THE BSCS

My reaction Is. Arnold B. Grobman, Director

The availability of BSCS materials in commercial Thus, it might be useful to recordmy personal reac- form has generated considerable interest in the program tions to some of the statements that have come tomy and its products.Informative discussion has proved attention. For some of these matters, the BSCS has no highly rewarding and in some areas of the country there established policy and so I am simply offeringmy per- have been conferences for the exchange of viewpoints sonal opinions. These reactions are arranged in the form among teachers interested in ( and often with some ex- of questions and answers. Reference may also be made perience in) the BSCS courses. In some instances, how- to the Questions and Answers in BSCS NEWSLETTER ever, misleading statements may have been made through No. 17. Users or potential users of BSCS materials who lack of adequate information, and the enthusiasm of some have any further questions they would like discusged salesmen has led to exaggerated claims for the BSCS and should feel free to write to us about them. its materials.

Which of the three Versions i$ most difficult? What do you think of using one Version for the tenth The goal of the BSCS writers was to produce three grade and a second Version for an advanced course in Versions at similar levels of difficulty. A very extensive the eleventh or twelfth grade? evaluation program has been concerned with this matter I would recommend against this procedure, becauSe as well as with other aspects of the BSCS courses. At the there is a substantial amount of material common to all end of the 1961-62 school year ( the last year for which three Versions. Hence, a student who had studied one full data have been analyzed) large numbers of students of the Versions in tenth grade would be repeating much who had studied each of the three Versions were given of this material if he studied a second BSCS Version in the same comprehensive final examination. The differ- the eleventh or twelfth grade. The BSCS is developing a ences among their scores amounted to less than one per Second Course in biology which will be available com- cent. This result indicated to us that at that stage of de- mercially in September, 1965.I suggest that you con- velopment, the Versions were of equivalent difficulty and sider the use of this Second Course at the twelfth grade, were of equivalent effectiveness in teaching high school rather than a second BSCS Version. The same point biology. Further information may be found in NEWS- should be made concerning using a Version as a second LETTER No. 19, pages 5-29. course to follow a conventional tenth-grade course. While each of the BSCS Versions includes much material not found in traditional books, naturally not all the informa- When I examine the Versions, I seem to detect consider- tion and ideas formerly taught have been discarded, even able differences in levels of difficulty. though the manner of presentation may be new. This is a fair observation and to many teachers, one of the Versions does seem easier than the other two Ver- In our school we are going to use one of the Versions in sions, though it is not always the same Version that seems the ninth grade so that students can have an extra year of easier. A reason for this may be that biology teachers science in senior high, school. Do you have any sugges- may tend to equate, perhaps unconsciously, something tions about which Version to use? that is different with something that is difficult. Hence Each of the BSCS Versions/was designed for average the more novel ( different) the material and approach, and above-average youngsters at the tenth grade. After the more difficult the books seem. For this reason,one or careful evaluation, we have concluded that the BSCS another of the new BSCS materials mayappear to be Versions may be used successfully with above-average difficult to some teachers. On the other hand, almost all ninth graders. We do not recommend the use of any of the material is new to the entering biology student. BSCS Version with unselected ninth graders.( For an He does not have the same standard of comparison a expanded discussion see H. Grobman, "High School Bi- teacher has and so to him no one approach is more diffi- ology: On What Grade Level Does it Belong?" Clearing cult than another. Thus while one or another of the House, April 1964, pp. 498-99.) BSCS Versions may seem more difficult toa teacher, this has not been the case with the average student. Act- Is it true that one of the V orsio`ns is more suitable for use ually the Versions may be less difficult for the students in rural areas and another more suitable for use in urban than are conventional books because the effort to re- areas because of the problem of field trips? duce technical terms to be memorized and the close inter- No. Each one of the three Versions has been thor- relation of ideas should aid the student in both compre- oughly tested in rural, suburban and urban areas and hension and retention. appropriate adjustments have been made in designing °Reprinted from BSCS NEWSLETTER No, 22, September 1964. 90 these Versionsso that they might be used successfully in all of these situations. Many I have lookedover one of the BSCS Versions and find ecological observationscan that some ofmy favorite exercisessuch as the dissection be made throughuse of a window box or an empty city of the crayfish, the dissection lot as wellas through a visit to an undisturbed semi- of the frog and the dissec- tropical beach. tion of the earthwormarenot included. What BSCS exercises would you recommendbe omitted so that I Is it possible for could include these favoritedissection exercises of mine? a teacher to combine the best features None. This matter of the three Versions and developa superior course? was considered carefully when the laboratory exerciseswere written for the Versions This is highly unlikely. In thefirst place, while the and it was felt that the material courses were being constructed, eachteam of writers presently included in the exercises is of greater educationalvalue than the ma- had full access to the work ofthe other teams andso did terials omitted. It is extremely incorporate "the best features" of the other difficult for a teacher to teams for use refrain from presentingto his class material with which in its own Version. Secondly, themesand concepts are he is thoroughly familiar woven as threads through the materials and picking and which lie has usedrepeat- out edly with satisfaction.A teacher must carefully consider pieces would tend to destroy thiscontinuity. Thirdly, if, the educational value of in all of its developmental work, theBSCS had decided the material be would add and that a single composite Version would its compatibility with the Versionbeing used. Myrecom- be superior, it mendation would beto try one of the BSCS Versions would have taken this approachitself. as Thus I would the writers intended it forat least two years before trying recommend againsta patchwork course. On the other to introduce substitute exercises. hand, aftera teacher has had experience with one of the Versionsand I think he shouldgo through one of them carefully with his classes for at leasttwo yearshe might The BSCS courses donot include as much identification then wish to supplement hiscourse with materials from of animals and plants and severalother subjects, aswe various sources, including the otherVersions. previously taught inour general biology. Do you think these aspects of biologyare unimportant? Half of the biology teachersin our school wish touse one On the contrary. Theseare very important aspects of Version and the other teachers prefera different Version. biology but they should be startedat the junior high level Please comment. or earlier.I have observedas havemany othersthat In theory, I think this isan excellent procedure. It when" studentsare in elementary and junior high grades provides for flexible offeringsin the school and permits they are farmore interested in identification than when teachers to use theprogram they personally prefer. they are at the senior highlevel and we should take ad- Minor, but practical, problemswould include reduced vantage of student interest atevery level. Just because flexibility in transferring studentsfrom one section to certain material is not stressedin the BSCS books does another during the middle ofthe year; maintenance of not mean that the BSCS writers considerit unimportant. a double book inventory; anda dual ordering of supplies. Rather, it is a reflection of the factthat the present BSCS books comprise the selectionsby the BSCS writers of the In our state we have been toldthat the BSCScourse is materials they felt most significantand appropriate for experimental and therefore onlya small number of teach- tenth graders at the presenttime. ers will be permitted to use the books thisyear. How long is it intended that the BSCS courses will be experi- Is a BSCS Versiona rigid course or could one deviate mental? rather widely from it? In the normal sense of the word"experimental," the Both procedures BSCS courses could have been are possible. The text and laboratory so considered during the manual are designed to be sufficientto provide an in- period 1960-63, butat the present time the BSCScourses teresting and modern are probably less experimental than course in biology for tenth graders. most biology courses However, there isa tremendous amount of built-in flex- currently available. Isay this because the present form ibility. of the BSCS courses rests For example, in each Versionthere are many on an enormous amount of ex- more laboratory exercises than could be completedin a perimentation, evaluation, feedbackand consultation year by any one class, thus the teacher has with teachers and students. Thus,these courses have considerable been more adequately tested opportunity for variation and flexibilityby his choices than is the case withany among the exercises. Additional optional laboratory other biology course generallyavailable.(In a rather exer- special interpretation of the word, cises are published in the BSCSNEWSLETTER from all good coursesare time to time, and these,too, could be substituted for "experimental" in that their designersand teachersare Version exercises always interested in changing them or used to extend them. Discussion and improving them meetings could be varied inan interesting fashion as new conditions indicate. Hencea teacher who teaches through the use of the "Invitations a course with static content and finds thata new or dif- to Inquiry" from the ferent technique he has developed BSCS Biology Teachers' Handbook.Any one of the Ver- is more effective than sions could be supplemented throughuse of one of the the methods used previouslyis experimenting with his Laboratory Blocks. course, Good teachers are always experimenting ( Five Blocks arenow commercially in this available and others will beissued in the near future.) fashion. ) The answer I would giveis that the commer- Furthermore, a teacher could select cially published BSCScourses are not experimental in any one of the three the sense of your question. Versions as his basicprogram and still achieve thesame general PSCS goals. The BSGSPamphlets could be used

91 for supplementary readings. Other supplementary ma- Do teachers need special training before teaching a terials currently being prepared include Single Topic BSCS course? Films. This depends on the background of the teacher to a very large extent.Less preparation is needed if the Do BSCS courses teach evolution? teacher has had recent training in modern biology and Yes.All three Versions cover evolution as a major understands inquiry and teaching, methods useful in im- scientific theory. plementinganinquiryapproachincluding, among others, laboratory and field techniques. There are many teachers with good background who can teach a BSCS Do BSCS courses teach the origin of man differently course without receiving special training. For some of from the story of creation as presented in the Bible? these, the BSCS Biology Teachers' Handbook may pro- The BSCS courses deal solely with biology and not vide sufficient additional background. In fact, there are with theology. They do not attempt to bring scientific many competent teachers in the United States who, given information in conformity or in conflict with biblical sufficient time and facilities, could design ( and have de- teachings. signed) their own courses which would be equivalent in educational value to the BSCS courses.However, Do BSCS courses cover sex education? many teachers have not had opportunities for such experiences in biology. In the education of a number of The biological basis for mammalian reproduction is teachers, biology was presented in a didactic fashion and thoroughly discussed. It is presented as a major biolog- the laboratory exercises were primarily of the "cookbook" ical process; sex education, in the restricted sense, is not type wherein what is already known to both the student treated in BSCS courses. and the teacher is unimaginatively reaffirmed. Also, some may not have studied the newer areas developed in the The President's Science Advisory Panel reported that the BSCS courses such as population genetics. These teach- LSCS courses were designed for college-bound students. ersand I would guess they constitute a substantial num- Is this true? ber of biology teachers in America todayshould receive No. BSCS courses were designed for average and some preparation in the new materials and should have above-average tenth grade high school students regard- an opportunity to develop an appreciation and under- less of their educational goals or career motivation. They standing of inquiry and investigation in science. They are intended to be general liberal education courses for should have an opportunity to complete many of the lab- future citizens regardless of whether the students will be- oratory exercises, before they supervise students who will come salesmen, statesmen or scientists. be trying these exercises themselves; and they should have an opportunity to overcome subject matter deficiencies.It is most important that prospective BSCS Is it true that one of the Versions is both traditional and teachers understand the rationale of the BSCS courses modern? and have some appreciation for its objectives and goals. Each of them is to some degree. Each Version contains considerable basic biological information that has been known ( and taught) for a long time and, to that I understand that the BSCS will provide a copy of the extent, consists of traditional materials. But these ma- BSCS Biology Teachers' Handbook to each teacher using terials are approached in fresh and new ways providing BSCS materials. How can I obtain a copy? the distinctive flavor of the BSCS courses. As long as its supply of Handbooks lasts, the BSCS will provide a copy of the Handbook to each teacher using the 1963 edition of one of the Versions in his class Who decided the final content of BSCS publications? as the major text. To receive a copy, a special request Responsibility for content of all BSCS publications card must be obtained from the publisher of the Version has been under full control of the BSCS writers, who are you are usingor plan to useand it should be filled out research biologists and high school teachers.Content by the teacher and mailed to the BSCS. The publisher control has not been vested in the publishers. of the Handbook is not authorized by the BSCS to distribute free copies upon direct request. How many books comprise a Version? For each version there is a textbook, a laboratory How much special training should a prospective BSCS manual and a teacher's guide. The publisher may issue teacher have? the textbook and laboratory manual bound tcgether in a This depends, of course, upon the prior academic single volume or bound separately in two volumes. The preparation and experience the teacher has had and so teacher's guide may be in one volume or two volumes ac- no hard and fast rules are applicable. We have seen cording to the decision of the publisher.It is strongly teachers handle BSCS materials successfully after ex- recommended that a teacher using one of the versions perience with an inservice workshop, a summer institute, also use the BSCS Biology Teachers' Handbook for study or a short briefing session. As an arbitrary rule of thumb, and reference. There are also tests to accompany each the BSCS has recommended a minimum of 40 contact Version for use during the year, and final examinations hours in a teacher preparation session with the BSCS suitable for use with all Versions. materials before using them in the high school classroom.

92 Does the BSCS course require more laboratory equip- Were the Blocks designedto provide students with Sci- ment and supplies than a conventional biologycourse? ence Fair Projects? The BSCS is a laboratory-oriented biologycourse and so No. a reasonable amount of equipment and suppliesis needed. This is true forany good modern biology course that is laboratory oriented and there shouldbe no substantial What is the BSCS doing for studentswho cannot use the difference between BSCScourses and other modern bi- regular materials? ology courses regarding fundsrequired for laboratory The BSCS is currently developingBSCS Biology materials. BSCS courses, if taught properly,will require Special Materials for thosestudents of low ability for more laboratory equipment and supplies than lecture- whom the Versionsare too difficult. This includes some type courses. But savingson preserved specimens and low ability studentsnow taking biology as well as some models normally usedcan be directed to purchase of students who do not normallyregister for a biology living materials and cultures. course because they believe it would betoo difficult or because they are counseled Catalogues from scientific-supply housesseem to indi- away from it. In general, we cate that the BSCS courses require believe the Special Materialswould be useful for most an excessive amount tenth graders who have of laboratory equipment and supplies.What is your re- DAT scores below the 40thper- action to this'? centile. The Special Materialsare not designed for under- achievers or foraverage and bright students who lack The catalogues often give this impression.However, motivation. the point is that these catalogues list allof the equipment and materials needed for every BSCS laboratory exercise Do the Special Materials in a Versionboth the recommended andsupplemental comprise a full course? exercises for the entire course. Since the completecourse The 1963-64 edition of the SpecialMaterials consisted includes many more laboratoryexercises than any one of a few experimentalunits for feasibility testing inrep- class will attempt during theyear, the impressions from resentative schools. The reaction ofteachers and results the cataloguesare misleading. (The purpose of this proof student testingwere quite favorable and the BSCS is vision of additional exercises is to insure thatteachers improving the present units andpreparing additional will have the desired degree of flexibilityin organizing units to make upa full one-year course, which are being their own courses.) Before orderingmaterials, a teacher tested during 1964-65. should go through the LaboratoryManual and decide which exercises his classes willuse during the year. He We have a three-tracksystem in our district and Iwon- should then order only the materialsnecessary for those der what your recommendationsfor BSCS biology would exercises. Also, he should checkto see what is on hand be? so that he does not reorder materials already available. The BSCS Special Materials for thelower ability stu- ( After the firstyear, this will obviously be less ofa dent are still under development. chore.) When they arecom- Further, such itemsas aluminum foil, string, pleted, these would be possible thumb tacks, etc.,can be more inexpensively obtained options: Slow lane: Special Materials locally than by ordering through scientificsupply houses. The teacher needsa petty cash fund readily available to Medium lane: One of the Versions Fast lane: One of the Versions plus take care of such local purchases.BSCS teachers who one of the previously taught laboratory-orientedcourses report that Laboratory Blocks. BSCS is not more expensive than theirearlier courses. Is it recommended thatone of the BSCS Versions be sup- Do the Research Problemsm Biology contain suggestions for Science Fair Projects.' plemented with one of the BSCS LaboratoryBlocks? This is exactly thepurpose for which the Laboratory No. Research Problems in Biologywere not designed Blocks were designed. Some teachersmight find it de- for students seeking ScienceFair Projects. They include sirable to use one of the Blocksas a supplement after relatively sophisticatedprospectuses ,-)f long-term investi- they have hada year's experience with one of the Ver- gations for science-oriented students.The prospectuses sions. Each of the Blocks providesan opportunity to are not designed for average youngsters faced with the experimentally explorea limited area of biology. The necessity of preparinga short-term Science Fair project. choice of a Block should reflect theinterests of the class and teacher. Could a biologycourse be organized around three or four In my district we will not havean opportunity to adopt of the Laboratory Blocks? a new text for some years. Would it be possibleto use We think this would makea very interesting type of one of the Laboratory Blocks as a supplement to thenon- course. We would urge teachers whoare so inclined to BSCS textbook we are currently using? experiment with sucha course, and to keep us informed of their We believe this should work successfully.The Blocks successes and failures. Some teachers may wish are independent units and should be justas valuable to design their own second levelcourses in this fashion. a supplement to a non-BSCS course as toa BSCS course, providing the students havean opportunity to develop Could the Laboratory Blocksbe used in college classes? laboratory skills and the Block is taughtwith an inquiry They should have approach. a special value in teacher preparation classes in helping teachersappreciate methods of

93 inquiry beyond those presented in the Versions and there, I have seen a 13SCS list of recommended films from one may be other collegiate situationsin which they will of the film producing companies. Has the BSCS pro- prove to be useful. duced such lists for other companies as well? The list you saw was not prepare.d by the BSCS. The Is the BSCS Biology Second Course an accelerated course BSCS has not produced a recommended list of films to for bright students? accompany the BSCS courses. The only "official" recom- No. This is a second course in biology, to follow a mendations made by the BSCS are those made by the first high school course, preferably one of the versions. It BSCS writers and included in the Teacher's Guides and is intended for the student who is interested in biology the BSCS Biology Teachers' Handbook. While lists pub- and wants further work. Some of these students may be lished by some of the film-producing companies may superficially appear to be BSCS lists prepared by BSCS planning a career in biology, others may not. staff members, and may actually have been written by persons associated at one time with the BSCS, they are What is the relationship between the BSCS and the Ad- not official BSCS lists and do not necessarily reflect BSCS vanced Placement Program? attitudes regarding use of films with BSCS materials. There is no formal association between the two organizations. Neither the three BSCS Versions nor the Sec- What is the position of the BSCS regarding supplemen- ond Course were designed to serve as a collegiate course tary films for use with BSCS Versions and other BSCS to be taught in the high schools. materials? The BSCS has taken no position as an organization Are the College Entrance Examination Board tests in bi- but it would seem to me that films must be considered as ology appropriate for BSCS students? quite secondary in a BSCS program, because the BSCS Through the courtesy of CEEB, two special commit- programs are primarily laboratory-oriented. The BSCS tees of BSCS have had the opportunity of examining programs are essentially participant courses rather than recent CEEB biology tests. These committees were aid- spectator courses. On the other hand, there are occasions ed by independent reviewers from the fields of biology when a good film can bring home to a student a point and psychometrics.It was. the unanimous opinion of that could not otherwise be as well understood. those involved that the CEEB tests examined do not adequately reflect the kinds of learnings that the BSCS What is the BSCS policy on the programming of its ma- hopes will be achieved through the study of one of the terials? BSCS Versions.It is our considered opinion that the The BSCS has no policy on this matter. However, CEEB Biology tests we have examined do not provide several of the BSCS writers feel that developing an ap- full opportunity for BSCS students to adequately demon- preciation and an understanding of investigation are be- strate what they have learned. This leads me to the posi- yond the present techniques of programming. Some of tion that the CEEB Biology tests are not now as appro- the staff of the BSCS feel that certain aspects of the priate a measure of achievement for BSCS students as is BSCS course might be suitable for programming and the BSCS comprehensive Final Exam. then could be made available to the teacher to use as a The BSCS has been in communication with CEEB supplementary teaching device, probably for those in over the past three years on this problem and it is hoped the class who did not grasp the topic during its regular that a satisfactory solution will be found in the near presentation. Certain skills and techniques might lend future. themselves to programming. Many colleges and universities (Amherst, Johns Hop- What happens to the royalty income derived from the kins, Barnard, Kansas State) are modifying their own sale of BSCS books? biology courses in order to reflect the more sophisticated These funds are held in an escrow account, the use of preparation the students of the new high school biology which is basically determined by our principal source of programs are bringing with them as they enter college. support, the National Science Foundation. Upon request It is clear that BSCS students are well prepared for col- of the BSCS, the Foundation may make these funds avail- legiate biology courses. able to further the work of the project. There are no royalties paid to individual writers. Has the BSCS produced any films? The BSCS has produced a series of Techniques Films Does the BSCS plan to revise the Versions and continue designed primarily to acquaint teachers with common developing other projects in biological education? laboratory techniques with which they may not have be- Yes. The BSCS has committed itself to revision of its come familiar because of recent advances in techniques books and does plan further contributions to the improve- or through gaps in their own academic preparation. The ment of biological education. New information about BSCS also has in preparation a series of Single Topic BSCS programs will be recorded in the BSCS NEWS- Films. LETTER as it becomes available.