Described is the history of experimental biology in American universities during the period 1870 to 1910. A discussion of the causes for the use and success of experimental biology in America is included. (SL)

Suggestions are provided for using animals (particularly snakes) as the focus of studies and activities in the science classroom. For example, cages with animals can serve as a learning center on various aspects of the animal. A list of suggestions for the care and feeding of snakes is provided. (JN)

Advocates that science teachers move from an emphasis on the discipline of science to one of helping learners see the short-, intermediate-, and long-term effects of their actions in regard to energy. Science teachers must, in the authors' opinions, go far beyond the traditional limits of science teaching. (PEB)

Reports the current situation in a number of states regarding the controversy of teaching evolution and creatonist theories in science classes. (JR)

Describes activities for secondary earth science and biology classes in collecting, preparing, mounting, and manipulating microfossils. (SL)

Described are techniques for studying spiders in the field. Included is a description of the spider's web building techniques with diagrams, and methods of photographing spider webs. (SL)

Provides laboratory design and materials needed to have students prepare cell cultures. Necessary techniques are explained along with an outline of some basic and advanced exercises. (DS)

Outlines an experimental course for non-science majors that concentrates on science-related community problems. Some of the topics explored by the students are explained. Five schools and 400 students are involved. (DS)

Describes symbiosis and its significance in the day-to-day lives of plants and animals. Gives specific examples of mutualism, commensalism, and parasitism in the relationships among fungus and plant roots, animals and bacteria, birds and animals, fish, and predator and prey. (MDH)

Presents abstracts of innovative activities of students in grades 7 through 12. Projects include community surveys, student or teacher initiated home/school experiments, scientist-supervised research by high school students, community and school service projects. (EB)

Described are methods for making Cartesian divers for explaining atomic models utilizing a city planning analogy, a game for reviewing subject matter, the construction of a cell model, an improved diffusion demonstration, and uses of inexpensive glass cutters. (SL)