Pub Date : 2018-05-01DOI: 10.1525/ABT.2018.80.5.394
D. Bryant
Earth in Human Hands: Shaping Our Planet's Future . By David Grinspoon. 2016. Grand Central Publishing. (ISBN 9781455589128). 522 pages. Hardcover. $28.00. Dr. Grinspoon's massive review of Earth's past, present, and future begins with a nod to the Anthropocene and the idea that humans, with regard to the state of the planet, are “at the controls, but we're not in control” (p. ix). Influenced by a host of planetary scientists like his “uncle” Carl Sagan, the author approaches the state of the earth in a truly evolutionary way. Grinspoon provides the reader with a detailed review of the natural history of our planet and other similar planets. He emphasizes that our understanding of how our planet has been shaped will give us the knowledge needed to better control the planet that humanity has impacted so significantly. His Darwinian approach to planetary change, coupled with his excellent writing style, make this massive text an enjoyable read. With eight …
{"title":"The Human Impact","authors":"D. Bryant","doi":"10.1525/ABT.2018.80.5.394","DOIUrl":"https://doi.org/10.1525/ABT.2018.80.5.394","url":null,"abstract":"Earth in Human Hands: Shaping Our Planet's Future . By David Grinspoon. 2016. Grand Central Publishing. (ISBN 9781455589128). 522 pages. Hardcover. $28.00.\u0000\u0000\u0000\u0000Dr. Grinspoon's massive review of Earth's past, present, and future begins with a nod to the Anthropocene and the idea that humans, with regard to the state of the planet, are “at the controls, but we're not in control” (p. ix). Influenced by a host of planetary scientists like his “uncle” Carl Sagan, the author approaches the state of the earth in a truly evolutionary way. Grinspoon provides the reader with a detailed review of the natural history of our planet and other similar planets. He emphasizes that our understanding of how our planet has been shaped will give us the knowledge needed to better control the planet that humanity has impacted so significantly. His Darwinian approach to planetary change, coupled with his excellent writing style, make this massive text an enjoyable read.\u0000\u0000With eight …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"20 1","pages":"394-395"},"PeriodicalIF":0.5,"publicationDate":"2018-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81768880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-01DOI: 10.1525/ABT.2017.79.9.784
Jeffrey D. Sack
Brilliant Darkness: Hotaru in the Night . (DVD; 2015; 21 minutes; Zoological Lighting Institute, www.brilliantdarknessmovie.com/the-film) In Japanese, the word “hotaru” means firefly. These insects have long been part of the Japanese culture, often appearing in myths and artwork. They are revered because they represent the warmth of love, and their nocturnal lightshows suggest otherworldly existence. However, the fireflies of Japan, and around the globe, are disappearing. The Zoological Lighting Institute has produced a video called “Brilliant Darkness: Hotaru in the Night,” that delves into the plight of the firefly. Research has pinpointed human-generated light pollution as a primary cause of the decrease in firefly populations. Most fireflies need darkness in order to flash (there are a few species that are active during …
{"title":"Review: Brilliant Darkness: Hotaru in the Night","authors":"Jeffrey D. Sack","doi":"10.1525/ABT.2017.79.9.784","DOIUrl":"https://doi.org/10.1525/ABT.2017.79.9.784","url":null,"abstract":"Brilliant Darkness: Hotaru in the Night . (DVD; 2015; 21 minutes; Zoological Lighting Institute, www.brilliantdarknessmovie.com/the-film)\u0000\u0000\u0000\u0000In Japanese, the word “hotaru” means firefly. These insects have long been part of the Japanese culture, often appearing in myths and artwork. They are revered because they represent the warmth of love, and their nocturnal lightshows suggest otherworldly existence. However, the fireflies of Japan, and around the globe, are disappearing.\u0000\u0000The Zoological Lighting Institute has produced a video called “Brilliant Darkness: Hotaru in the Night,” that delves into the plight of the firefly. Research has pinpointed human-generated light pollution as a primary cause of the decrease in firefly populations. Most fireflies need darkness in order to flash (there are a few species that are active during …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"8 1","pages":"784-785"},"PeriodicalIF":0.5,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84713435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-08-01DOI: 10.1525/ABT.2017.79.6.502
K. Fuller
Lab Girl . By Hope Jahren. 2016. Alfred P Knopf. (ISBN 978-1-101-87493-6). 282 pp. Hardcover. $26.95. Anecdotal evidence suggests that every biologist who pursues a doctoral degree spends the first thirty minutes of each family event trying to answer some form of the question, “Why are you still in school?” Hope Jahren's delightful book answers the question nicely: Because scientific research is complicated, and studying living things takes time and patience. Jahren's book is laid out in alternating chapters of memoir and ecology trivia. Even though the topic is definitely scientific, the prose is that of a fiction novel, so the reader is easily drawn in to the story. The book follows Jahren's educational and career journey through an entertaining personal narrative. Much of the book describes the evolution of her close friendship with her lab partner and provides a sort of love note to their friendship. The first chapter of the book describes her emotionally isolated upbringing dominated by frigid Midwestern winters. Jahren describes spending time …
{"title":"Women in Science: Botany","authors":"K. Fuller","doi":"10.1525/ABT.2017.79.6.502","DOIUrl":"https://doi.org/10.1525/ABT.2017.79.6.502","url":null,"abstract":"Lab Girl . By Hope Jahren. 2016. Alfred P Knopf. (ISBN 978-1-101-87493-6). 282 pp. Hardcover. $26.95.\u0000\u0000\u0000\u0000Anecdotal evidence suggests that every biologist who pursues a doctoral degree spends the first thirty minutes of each family event trying to answer some form of the question, “Why are you still in school?” Hope Jahren's delightful book answers the question nicely: Because scientific research is complicated, and studying living things takes time and patience.\u0000\u0000Jahren's book is laid out in alternating chapters of memoir and ecology trivia. Even though the topic is definitely scientific, the prose is that of a fiction novel, so the reader is easily drawn in to the story. The book follows Jahren's educational and career journey through an entertaining personal narrative. Much of the book describes the evolution of her close friendship with her lab partner and provides a sort of love note to their friendship.\u0000\u0000The first chapter of the book describes her emotionally isolated upbringing dominated by frigid Midwestern winters. Jahren describes spending time …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"4 1","pages":"502-503"},"PeriodicalIF":0.5,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87696636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-04-01DOI: 10.1525/ABT.2017.79.4.329
K. Belobrajdic
Animal Adventures: Sharks . By Cynthia Stierle. 2016. Silver Dolphin Books. (ISBN 1626864870). 40pp. Paperback (plus additional items). $21.95. Animal Adventures: Sharks is a sturdy box with a 40-page book, 7-piece diorama, 6 plastic sharks, 4 3-D models, 54 reusable stickers, and 20 fact cards (per publisher), which collectively provide an exciting and tactile foray into the world of sharks for elementary school–aged children. The sheer number and breadth of these components ensures an initial appreciation by the recipient, but some of these elements are more successful than others. The base and background of the diorama cleverly incorporates the high-quality box, …
{"title":"Children's Book: Sharks","authors":"K. Belobrajdic","doi":"10.1525/ABT.2017.79.4.329","DOIUrl":"https://doi.org/10.1525/ABT.2017.79.4.329","url":null,"abstract":"Animal Adventures: Sharks . By Cynthia Stierle. 2016. Silver Dolphin Books. (ISBN 1626864870). 40pp. Paperback (plus additional items). $21.95.\u0000\u0000\u0000\u0000Animal Adventures: Sharks is a sturdy box with a 40-page book, 7-piece diorama, 6 plastic sharks, 4 3-D models, 54 reusable stickers, and 20 fact cards (per publisher), which collectively provide an exciting and tactile foray into the world of sharks for elementary school–aged children.\u0000\u0000The sheer number and breadth of these components ensures an initial appreciation by the recipient, but some of these elements are more successful than others. The base and background of the diorama cleverly incorporates the high-quality box, …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"37 1","pages":"329-329"},"PeriodicalIF":0.5,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73864341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-08-09DOI: 10.1525/ABT.2016.78.6.526
A. Lark
Teaching Evolution in a Creation Nation . By Adam Laats and Harvey Siegel. 2016. University of Chicago Press. (ISBN 022633130X). 138 pp. Kindle Edition. $20.00 (Amazon). I am an enthusiast of books about evolution and creationism. From Ed Larson's Pulitzer Prize–winning Summer for the Gods to Richard Dawkins's The God Delusion , I snap these volumes up whenever they become available. While the topic fascinates me, the unfortunate result of reading many books about the contention between creationism and evolution is that after some time there is substantial repetition. In every book on the topic, there is invariably a discussion of the Scopes trial, an explanation of the nature of science, an argument for how evolution meets the criteria for science but creationism does not. This book is no exception to that rule, but Laats and Siegel manage to make this oft-discussed topic feel new and interesting. The book is split into approximate thirds, with the first dealing with the historical aspects of evolution education. The second concentrates on philosophical matters, and the final third deals …
{"title":"Review: Teaching Evolution in a Creation Nation by Adam Laats and Harvey Siegel","authors":"A. Lark","doi":"10.1525/ABT.2016.78.6.526","DOIUrl":"https://doi.org/10.1525/ABT.2016.78.6.526","url":null,"abstract":"Teaching Evolution in a Creation Nation . By Adam Laats and Harvey Siegel. 2016. University of Chicago Press. (ISBN 022633130X). 138 pp. Kindle Edition. $20.00 (Amazon).\u0000\u0000\u0000\u0000I am an enthusiast of books about evolution and creationism. From Ed Larson's Pulitzer Prize–winning Summer for the Gods to Richard Dawkins's The God Delusion , I snap these volumes up whenever they become available. While the topic fascinates me, the unfortunate result of reading many books about the contention between creationism and evolution is that after some time there is substantial repetition. In every book on the topic, there is invariably a discussion of the Scopes trial, an explanation of the nature of science, an argument for how evolution meets the criteria for science but creationism does not. This book is no exception to that rule, but Laats and Siegel manage to make this oft-discussed topic feel new and interesting.\u0000\u0000The book is split into approximate thirds, with the first dealing with the historical aspects of evolution education. The second concentrates on philosophical matters, and the final third deals …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"49 1","pages":"526-526"},"PeriodicalIF":0.5,"publicationDate":"2016-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75871175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-05-01DOI: 10.1525/ABT.2016.78.5.437
David W. Allard
Planet Earth (http://www.bbcamerica.com/shows/planet-earth; BBC, 2006; 11 episodes, ~50 minutes each) What better way to take advantage of your Netflix subscription than by using it to supplement lesson plans. Netflix and other streaming services offer access to a myriad of documentaries worth exploring in the classroom. While local and federal copyright laws still apply, many make room for educational use. Here, I present just one of these documentaries and resources that accompany the video. The highly acclaimed BBC series, Planet Earth , hosted by Sir David Attenborough, offers a great starting …
{"title":"Review: Planet Earth","authors":"David W. Allard","doi":"10.1525/ABT.2016.78.5.437","DOIUrl":"https://doi.org/10.1525/ABT.2016.78.5.437","url":null,"abstract":"Planet Earth (http://www.bbcamerica.com/shows/planet-earth; BBC, 2006; 11 episodes, ~50 minutes each)\u0000\u0000\u0000\u0000What better way to take advantage of your Netflix subscription than by using it to supplement lesson plans. Netflix and other streaming services offer access to a myriad of documentaries worth exploring in the classroom. While local and federal copyright laws still apply, many make room for educational use. Here, I present just one of these documentaries and resources that accompany the video.\u0000\u0000The highly acclaimed BBC series, Planet Earth , hosted by Sir David Attenborough, offers a great starting …","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"25 1","pages":"437-437"},"PeriodicalIF":0.5,"publicationDate":"2016-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78235663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ALL STUDENTS OF BIOLOGY learn about legumes, including such agriculturally essential plants as peas, beans, and alfalfa that form a symbiosis with nitrogenfixing root nodule bacteria. But most biology students never learn about another abundant, widespread, and perhaps equally important group of plants that have nitrogen-fixing root nodules quite different from those of the legumes. This group of non-leguminous nitrogenfixing plants includes alder trees and shrubs (Alnus sp.), bayberry and sweet gale (Myrica sp.), and sweet-fern (Comptonia peregrina). These plants are rarely mentioned in basic biology or ecology texts, despite the fact that their nitrogen-enriching ability makes them important components of their ecosystems and potentially very useful to farmers and foresters. The so-called nitrogen-fixing plants are of special interest to me because I study vegetation tolerant of nutrient-poor soils. These plants have an advantage in such soils since they associate with bacteria that can convert or "fix" nitrogenous gas to ammonium (table 1). The plant harbors the bacteria in nodules that develop on its roots; the bacteria obtain respiratory carbon substrates from the plant, and the plant obtains nitrogen containing amino acids from the bacteria. Most of the nitrogen-fixing plants growing in the habitats I have been studying-sand dunes, burned sites, and eroded soils in the Northeast-are not legumes. But several years ago when I attempted to learn more about nitrogen fix-
{"title":"Nitrogen Fixation by Non-leguminous Plants","authors":"C. V. Raalte","doi":"10.2307/4447478","DOIUrl":"https://doi.org/10.2307/4447478","url":null,"abstract":"ALL STUDENTS OF BIOLOGY learn about legumes, including such agriculturally essential plants as peas, beans, and alfalfa that form a symbiosis with nitrogenfixing root nodule bacteria. But most biology students never learn about another abundant, widespread, and perhaps equally important group of plants that have nitrogen-fixing root nodules quite different from those of the legumes. This group of non-leguminous nitrogenfixing plants includes alder trees and shrubs (Alnus sp.), bayberry and sweet gale (Myrica sp.), and sweet-fern (Comptonia peregrina). These plants are rarely mentioned in basic biology or ecology texts, despite the fact that their nitrogen-enriching ability makes them important components of their ecosystems and potentially very useful to farmers and foresters. The so-called nitrogen-fixing plants are of special interest to me because I study vegetation tolerant of nutrient-poor soils. These plants have an advantage in such soils since they associate with bacteria that can convert or \"fix\" nitrogenous gas to ammonium (table 1). The plant harbors the bacteria in nodules that develop on its roots; the bacteria obtain respiratory carbon substrates from the plant, and the plant obtains nitrogen containing amino acids from the bacteria. Most of the nitrogen-fixing plants growing in the habitats I have been studying-sand dunes, burned sites, and eroded soils in the Northeast-are not legumes. But several years ago when I attempted to learn more about nitrogen fix-","PeriodicalId":50960,"journal":{"name":"American Biology Teacher","volume":"7 1","pages":"229-254"},"PeriodicalIF":0.5,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90098601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
BIOTECHNOLOGY can be defined as the controlled use of living organisms or their components for the benefit of mankind. One aspect of biotechnology involves the special relationships formed between certain fungi and plants, called mycorrhizae, which have been shown to dramatically enhance the establishment, growth, development and survival of plants. The term mycorrhiza (pl. mycorrhizae or mycorrhizas), means "fungus root" and can be defined as a beneficial symbiotic association between plant roots and specific soil fungi. In the mycorrhizal relationship, the fungus penetrates secondary roots during periods of active root growth. The anatomy of the root is changed, and a new organ, "the mycorrhiza," is formed (Hacskaylo 1972). Mycorrhizal organs can exist in many forms, their morphology is determined by the characteristics of each partner involved and by the specific plant-fungus combination (Harley & Smith 1983). During the infection process, the fungus invades the root epidermis and cortex (Figure 1), but does not enter the vascular cylinder (specialized tissues that transport food and water) or the meristem (region of cell division) that is covered by the root cap.
生物技术可以定义为为了人类的利益而有控制地使用活生物体或其组成部分。生物技术的一个方面涉及某些真菌和植物之间形成的特殊关系，称为菌根，这种关系已被证明能显著促进植物的建立、生长、发育和存活。术语菌根(复数. mycorrhizae或mycorrhizas)意为“真菌根”，可定义为植物根与特定土壤真菌之间有益的共生关系。在菌根关系中，真菌在根系活跃生长期间渗透到次生根中。根的解剖结构发生了变化，形成了一个新的器官，“菌根”(Hacskaylo 1972)。菌根器官可以以多种形式存在，它们的形态取决于所涉及的每个伙伴的特征以及特定的植物-真菌组合(Harley & Smith 1983)。在感染过程中，真菌侵入根表皮和根皮层(图1)，但不进入维管柱(运输食物和水的专门组织)或被根冠覆盖的分生组织(细胞分裂区域)。
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Perhaps the best way to learn about science is to practice the craft; this is sound pedagogical practice with most disciplines. Students can and should do credible research (Yurkiewicz & Steucek 1970). There is no dearth of problems that beckon our attention. Secondary school and college students represent an enormous resource which could be utilized to conduct research within the confines of science courses. It is no longer possible to teach all that is known about the natural world; emphasis on the process of scientific investigation should not be slighted to squeeze in factual material. On the contrary, the process of scientific investigation should be emphasized, particularly to nonscience majors. Models in biological science have changed dramatically during the past half century, illustrating the limited utility of presenting only factual material. Since many community problems have a biological basis and since students are able to study biological problems relatively easily, the initiation of scientific research in biology courses is appropriate. Moreover, such projects may satisfy local school district goals of a pedagogical nature and prepare students for effective citizenship; perhaps a government/civics teacher could be involved with the definition of a problem. Local health, environmental, agricultural, industrial and scientific researchers represent good sources of important projects; moreover, collaboration with these scientists could be rewarding for all (Spector & White 1985). The initiation of any research project demands that attention be given to the procedure for sampling the population of interest. I will address this problem. Biological science is becoming more quantitative; this is evident in journal articles and in laboratory exercises published in manuals. With this shift from a descriptive to a quantitative presentation, students are often introduced to simple statistical techniques, such as Student's t-test and analysis of variance which are often found in appendixes of laboratory manuals. Interestingly, appropriate sampling procedures are often ignored by these same laboratory manuals. These statistical analyses make assumptions about how data were collected and hence place constraints on the sampling procedure. The use of an appropriate sampling procedure generally takes little time and provides a healthy assurance that the findings will not be discounted on the basis of artifactual bias. This important point should be made to all students of science.
也许学习科学的最好方法是实践这门手艺;这是大多数学科的良好教学实践。学生可以而且应该做可信的研究(Yurkiewicz & Steucek 1970)。需要我们注意的问题比比皆是。中学生和大学生是一个巨大的资源，可以用来在科学课程的范围内进行研究。我们已经不可能把关于自然世界的一切知识都传授给别人了;强调科学调查的过程不应忽视事实材料。相反，应该强调科学调查的过程，特别是对非理科专业的学生。在过去的半个世纪里，生物科学的模型发生了巨大的变化，这说明了仅呈现事实材料的有限效用。由于许多社区问题都有生物学基础，而且由于学生能够相对容易地研究生物学问题，因此在生物学课程中开始科学研究是合适的。此外，这些项目可以满足当地学区的教学目标，并使学生为有效的公民身份做好准备;也许政府/公民教师可以参与问题的定义。当地的卫生、环境、农业、工业和科学研究人员是重要项目的良好来源;此外，与这些科学家合作对所有人来说都是有益的(Spector & White 1985)。任何研究项目的开始都要求注意对感兴趣的人口进行抽样的程序。我会解决这个问题。生物科学正变得越来越量化;这在期刊文章和手册中发表的实验练习中都很明显。随着从描述性到定量演示的转变，学生们经常被介绍到简单的统计技术，如学生t检验和方差分析，这些通常在实验室手册的附录中找到。有趣的是，这些相同的实验室手册往往忽略了适当的抽样程序。这些统计分析对如何收集数据做出假设，从而对抽样程序施加约束。使用适当的抽样程序通常需要很少的时间，并提供了一种健康的保证，即调查结果不会因人为偏见而打折扣。这一点应该告诉所有理科生。
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