Describes a demonstration designed to help students better understand the response of plant and animal cells to hypotonic solutions. The demonstration uses a balloon inside a flexible, thin-walled cardboard box. Air going in corresponds to water entering by osmosis, and, like real cells, if stretched enough, the balloon will burst. (DH)

Unlike animals, which heal, trees compartmentalize by setting boundaries that resist the spread of invading microorganisms. Discusses the creation of new walls by anatomical and chemical means in response to death of a branch or pruning. Points out that genetic control of compartmentalization has resulted from evolution of resistant species. (DH)

Two methods for examining leaf structure are presented; both methods involve use of "superglue." The first method uses the glue to form a thin, permanent, direct replica of a leaf surface on a microscope slide. The second method uses the glue to examine the three-dimensional structure of spongy mesophyll. (JN)

A database had been developed for the Phoenix Desert Botanical Garden's Living Plant Collection using Statistical Analysis System software. Implementation procedures, data dictionary maintenance, data entry, updating, and reporting are described. (JN)

Describes a useful instrument designed to increase student participation and class discussion. Based on student response to the system while it was being used, student feedback, and personal experience, the push-button system installed in the laboratory was determined to be a success. (JN)

This report focuses on the prospects and possibilities for using biomass as an energy source for the United States. However, the greatest potential for utilizing biomass as fuel exists in energy-starved developing nations, since it appears possible to develop biomass technologies keeping capital inputs low in relation to labor inputs. (BT)

The aims of this study were to diagnose students' misconceptions concerning photosynthesis and respiration in plants, and to investigate reasons behind these misconceptions. The subjects were 45 ninth grade high school students and 11 high school teachers. Data were collected by interview technique. All of the interviews were audiotaped and…

This publication presents examples of inquiry-based science teaching in which students develop an understanding of the natural world. Sections include: (1) "Connecting Students to Science and the World" (Jennifer Stepanek); (2) "Apple Orchard Lush with Life's Lessons" (Helen Silvis); (3) "Student Scientists Team Up with the Pros" (Amy Sutton); (4)…

Wild foods are ubiquitous motivational tools for teaching botany, environmental education, cultural foodways, and survival. Edible wild plants are wild plants endowed with one or more parts that can be used for food if gathered at the appropriate stage of growth and properly prepared. The components of this definition are discussed with…

This guide, designed for students in grades 3-7, answers intriguing questions about phytoplankton, tiny drifters that have shaped our world. Invisible to the naked eye, phytoplankton are the source of our atmosphere, our climate, our ocean food chain, much of our oil supply, and more. They're also food for zooplankton. Photomicroscopy serves up…

Discusses environmental and biological aspects of arctic and alpine vegetations in the New World between the equator and the Arctic Ocean, considering their similarities, differences, and susceptibility to disturbance by man. (JR)

Discusses the deliberation or protocol method of curriculum planning in which staff members and a curriculum specialist act and interact in an attempt to reach consensus on curriculum viewpoints and solve planning problems. A sample protocol is provided. (EA)

Describes experiments demonstrating that root pressure in plants is probably controlled by a circadian rhythm (biological clock). Root pressure phenomenon plays significant part in water transport in contradiction with prevalent belief. (PS)

The greatest cooperative effort of taxonomists in the United States of America and Canada to study flora of this continent has come to an abrupt end after seven years of preparatory work. Financial support from government agency has been withdrawn and all significant projects have no alternative but to be closed down. (PS)