Implementation of a College Biology Course in High School

1979 ◽  
Vol 41 (7) ◽  
pp. 413-415 ◽  
Author(s):  
Marvin Druger ◽  
Barbara S. Spector
Keyword(s):  
1998 ◽  
Vol 60 (6) ◽  
pp. 448-452 ◽  
Author(s):  
Patrick G. Guilfoile ◽  
Stephen Plum

1980 ◽  
Vol 9 (4) ◽  
pp. 399-408 ◽  
Author(s):  
Pinchas Tamir ◽  
Ruth Amir ◽  
Rachel Nussinovitz

2011 ◽  
Vol 73 (5) ◽  
pp. 260-264 ◽  
Author(s):  
H. Charles Romesburg

The surface-to-volume ratio (S/V) is well suited for inquiry-based learning in high school and college biology courses. It has a huge catalogue of biological and physical applications concerning structure and function. It is easy to learn, illustrates scientific methods, and can provide students with their favorite classroom moments, as many of its applications ring bells with their own world.


2010 ◽  
Vol 72 (8) ◽  
pp. 499-500
Author(s):  
Amy Morris

Many biology students are drawn to medically oriented topics. This lab activity engages students with medical interests in botany. I find that students are interested in how plants can have medical applications, for example in pharmaceuticals. Several volatile oils of plants, such as thyme, oregano, tea tree, and black pepper oils, have been found to have antibacterial, antifungal, or antiviral properties. To further their interest in the plant kingdom, teachers can have students test a variety of essential oils for effectiveness as antibiotics. This activity requires only minimal microbiology technique and is appropriate for high school through introductory college biology and botany courses.


2017 ◽  
Vol 79 (6) ◽  
pp. 473-479 ◽  
Author(s):  
Arthur Louis Odom ◽  
Lloyd H. Barrow ◽  
William L. Romine

Osmosis is a fundamental concept of great importance to understanding natural biological, physical, and chemical processes. We provide an instructional guide to assist instructors of advanced high school biology and college biology students in defining questions that are central to deriving a highly developed understanding of osmosis. We present teaching activities that focus on advancing multiple hypotheses about the cause of osmosis, presenting a tentative explanation and model of osmosis, and drawing scientifically accepted conclusions about osmotic processes.


BioScience ◽  
1969 ◽  
Vol 19 (5) ◽  
pp. 447-449 ◽  
Author(s):  
Pinchas Tamir

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