NuffieldBiology at Withypool,

John H. Wood TabbHigh School Tabb,Virginia 23602

The opportunityto lead a class of biologystudents at a science activity center on ,in the Southwest

of Englandwas a real learningex- -SCO LAND perience for me. A British biology NOtTN 5N

teacher and I accompanied my Downloaded from http://online.ucpress.edu/abt/article-pdf/41/2/110/36861/4446496.pdf by guest on 02 October 2021 fourth year Nuffield,Ordinary "O" Leveland GeneralCertificate of Edu- 0 cation (GCE)class of 18 studentsto ~~~~~~~~~N the village of Withypoolin Exmoor, where we studiedthe ecologicalrela- tionshipson the moorland,sampled an upland stream as a community, examinedexamples of barerock suc- cession, and investigatedwoodland habitats(fig. 1). EN64LAND

The Exchange I participatedin the Fulbright-Hays CulturalTeacher Exchange Program, August 1976-August 1977, which was organizedand sponsored jointly ) WALE5 }~~~~~SCL by the U.S. Officeof Education,De- partmentof Health, Educationand Welfare,Washington, D.C., and the CentralBureau for EducationalVisits and Exchanges, London, England. The one year's teaching exchange took my wifeand me to Chard,Som- erset, England,where I taught Nuf- FIGURE 1. Map of the showing location of Withypool, Exmoor National Park, and field Biology at Holyrood Compre- , . hensive School. The biologyteacher The Center from Holyrood School, Vaughan vides many varied habitats and Davies, and his family, exchanged The Withypool Activity Center, in ample opportunity for field activities, withme, goingto TabbHigh School, existence since 1971, consists of the which are included in the Nuffield York County, Virginiawhere he as- main buildings of an old, now closed syllabus for "O" level biology studies. sumed my biology teaching duties. primary school built in 1876. It is Other biology classes at Holyrood We also exchanged homes and managed by a committee formed also conduct field work as a part of automobiles, but our salaries were from representatives of four schools their course at the center. paid by our respective school auth- in the county of Somerset. The cen- Traditionally,the "O" level biology orities. Ninety-nine teachers and ter features a large field studies hut classes have always gone to Withy- their familiesfrom the UnitedStates incorporatinga classroom laboratory pool. My class was no exception. The were exchanged to England, and small reference library.The sur- week of field work in June, 1977, cul- Scotland, Wales and Northern Ire- rounding area of Exmoor National minated a year's classroom study of land for the year. Park, covering 265 square miles, pro- living things in action. The Nuffield

110 THE AMERICAN BIOLOGY TEACHER, VOLUME 41, NO. 2, FEBRUARY 1979 Foundation approach to the subject of biology emphasizes experimenta- tion and enquiry rather than the mere assimilation of facts. At this half-way point of a two-year GCE ex- ternal examination course, spending a week on Exmoor was an ideal way to investigate many of the biological principlespreviously studied. FieldStudies The students conducted a series of four main investigations during their five days at the activitycenter, includ- ing: 1. An investigation into the effects .. 444 Downloaded from http://online.ucpress.edu/abt/article-pdf/41/2/110/36861/4446496.pdf by guest on 02 October 2021 of grazing on a moorland commu- nity, using the hypothesis that the se- ~ - lection agency controlling plant pop- FIGURE 2. One of the student groups on the Moorland examining various grass species in half- ulation is grazingby herbivores. meter quadrants along a belt transect. 2. An investigation into the dis- tributionof a number of plant species growing on the bank of a small up- land stream, and an attempt to corre- late this with changes in the physical environment. 3. An investigation of the factors affecting colonization and succession on a bare rock leading to various cli- max communities. 4. An investigation into the effect of light on the distributionof wood- land plants, using population dynam- ics, the selection by the physical en- vironment, and adaptation of plant structureand physiology. Each investigation began in the morning in the center's laboratory and was followed by a purposeful trek into the surrounding country- 3. side. Students used the afternoons FIGURE Science instructorMichael Parsons performs a soilpH test witha groupof secondary science studentsduring their investigation of a woodlandhabitat. for further field work, the examina- tion of collected specimens, book re- search, and laboratory tests prior to 1. To determine if the humidity writingsummaries of their findings in requirements of different, or even Secondary Science Field Trip notebooks. Evenings were spent in closely related, species may differ,by In addition to spending a week the laboratory concluding the day's observing and measuring the re- leading an "O" level biology class on work with group discussions led by sponse of common spiders to Exmoor, I also accompanied another the instructors. changes in humidity. British science instructor to the In addition to the field activitiesas- 2. "Competition and Distribu- Withypool activity center for a week signed to the student groups, each tion"; the distributionof similar spe- of field studies. This time a remedial, student had to design, conduct and cies is often complementary, their secondary science class of 12, ages report on an investigationalproject of habitats overlap but do not coincide. 15-16, were given the chance to ob- his/her own. Among subject areas This involved the investigation into serve, measure, and record science they selected were: leaf galls on local plants. outdoors, again the high point of

TEACHER-TO-TEACHER 111 theirtwo-year, Mode 3 instructorset birdcalls were also observedand re- studies at Withypoolhave had the examinationcourse for a Certificate cordedfor later evaluation. opportunity to experience the of SecondaryEducation (CSE). Field 3. A rivertransect involving meas- primary objectives of any biology investigationsincluded the following: urements of a river bank, edge of course, that is, to observe,measure, 1. Constructionof a nature trail river, rivervelocity, water tempera- and recordliving things in action,and up onto the moorlandwas a favorite to interpret ture and pH. Student groups con- these findingsin relation activity.Each group had to design, to their structed a river profile using these importanceto the environ- sketch,and reproducea labeledmap measurementstaken over 10-meter ment. of their own nature trail complete sections.Upon completion,each sec- with directionsand questions.These tion of the riverwas joinedwith other References were exchanged with other groups groupsections to formone largemap COUSENS. 1974. An introduction to who then had to followand complete of the river. woodland ecology. Edinburgh: Oliver the worksheet.Upon completion,dis- and Boyd. LEWIS,T. and TAYLOR,L. R. 1967. In- cussionswere held on the good and Conclusion bad points of each trail.This allowed troduction to experimental ecology. the The NuffieldFoundation Science London:Academic Press, Ltd. students to actuallyexperience MARTIN, W. 1965. The concise British the importanceand difficultyof hav- course emphasizes learning rather flora in colour. London: Ebury Press Downloaded from http://online.ucpress.edu/abt/article-pdf/41/2/110/36861/4446496.pdf by guest on 02 October 2021 ing clear, complete, instructionsfor than being taught,understanding ra- and MichaelJoseph. othersto follow. ther than amassinginformation, and MILES,P. M. and MILES,H. B. 1968. 2. A 24-hourstudy to observethe finding out rather than being told. Chalkland and moorland ecology. These field were London:Hulton EducationalPublica- variationsthat occur in the world courses builtaround tionsLtd. aroundus duringone day. The stu- a number of fundamentalthemes. . 1968a. Woodland ecology. Lon- dents examinedthe effectsthat abio- Such issues as the relationshipof don: Hulton EducationalPublications tic changes have on animal life by structureand function, adaptation Ltd. taking readings every hour on the and the interactionof organismand _ 1968b. Freshwater ecology. more London:Hulton EducationalPublica- hour, for 24 hours. Such factorsas environmentbecome quantita- tionsLtd. lightintensity, wind speed and direc- tive withgreater emphasis on experi- ROSE, F. 1966. Grasses, sedges and tion, temperature,humidity, rainfall, mentation and reasoning.Students rushes.London: Frederick Warne and cloud cover, and small animalsand who have participatedin these field Company,Ltd.

The Double Helix: A Bonus For DNA Students

BettyW. Long J. M. Atherton High School Louisville,Kentucky 40205

My BiologyII students are usually student to read or not, as her/his scientific community;insights that quite surprised and somewhat interest dictates. More often than would be difficultto present in any dismayed to hear that they will be not good intentionsfall prey to more other way. spendinga couple of weeks reading pressing matters and too many Aside from the identity of the and discussing a book in a biology excellent readingopportunities are principalsinvolved, and the way in class! However, after several years lost. Because of this I decided to which the solution of the molecular of including The Double Helix by includethe readingot this book as an structureof DNA came about,I have James D. Watson as the "grand integralpart of our class study of found that Watson'saccount of the finale" to our study of DNA and DNA. Those enrolledin the course story provides many other protein synthesis, I am convinced are third- and fourth-year high opportunitiesfor enlightenmentand that the time taken away frommore school students with a more than enrichment to be explored by traditional biological studies is average interest in biology, many students and teacher together. completely justified in view of the thinkingin termsof a careerin one of The book presents a unique overalleducational experience. the sciences. I feel that their opportunityfor students to become Usuallybooks that serve to enrich exposure to allThe Double Helix has acquainted with the work of a study are presented as to offer provides valuable insights renowned biologists, biochemists, supplementary material for the into scientific research and the and physicists who have been

112 THE AMERICAN BIOLOGY TEACHER, VOLUME 41, NO. 2, FEBRUARY 1979