Pub Date : 2024-02-01DOI: 10.1525/abt.2024.86.2.62
C. Babaian, Sudhir Kumar
When students think of evolution, they might imagine T. rex, or perhaps an abiotic scene of sizzling electrical storms and harsh reducing atmospheres, an Earth that looks like a lunar landscape. Natural selection automatically elicits responses that include “survival of the fittest,” and “descent with modification,” and with these historical biological catch phrases, one conjures up images of large animals battling it out on the Mesozoic plane. Rarely do teachers or students apply these same ideas to cancer and the evolution of somatic cells, which have accrued mutations and epigenetic imprinting and relentlessly survive and proliferate. Our questions in this paper include the following: Can cancer become an important teaching model for students to explore fundamental hypotheses about evolutionary process? Can the multi- step somatic cancer model encourage visualizations that enable students to revisit and reenter previous primary concepts in general biology such as the cell, mitosis, chromosomes, genetic diversity, ecological diversity, immune function, and of course evolution, continually integrating their biology knowledge into process and pattern knowledge? Can the somatic cancer model expose similar patterns and protagonists, linking Darwinian observations of the natural world to our body? And, can the cancer clone model excite critical thinking and student hypotheses about what cancer is as a biological process? Does this visually simple model assist students in recognizing patterns, connecting their biological curriculum dots into a more coherent learning experience? These biological dynamics and intercepting aptitudes of cells are amplified through the cancer model and can help shape the way biology students begin to appreciate the interrelatedness of all biological systems while they continue to explore pivotal points of biological fuzziness, such as the microbiome, limitations of models, and the complex coordination of genomic networks required for the function of even a single cell and the realization of phenotypes. In this paper we use clonal evolution of cancer as a model experience for students to recreate how a single, non-germline cell appears to shadow the classic pattern of natural selection in body cells that have gone awry. With authentic STEAM activities students can easily crossover and revisit previous biological topics and the ubiquitous nature of natural selection as seen in the example of somatic cells that result in a metastasizing tumor, giving students insight into natural selection’s accommodating and tractable patterns throughout the planet.
{"title":"Of Phylogenies and Tumors","authors":"C. Babaian, Sudhir Kumar","doi":"10.1525/abt.2024.86.2.62","DOIUrl":"https://doi.org/10.1525/abt.2024.86.2.62","url":null,"abstract":"When students think of evolution, they might imagine T. rex, or perhaps an abiotic scene of sizzling electrical storms and harsh reducing atmospheres, an Earth that looks like a lunar landscape. Natural selection automatically elicits responses that include “survival of the fittest,” and “descent with modification,” and with these historical biological catch phrases, one conjures up images of large animals battling it out on the Mesozoic plane. Rarely do teachers or students apply these same ideas to cancer and the evolution of somatic cells, which have accrued mutations and epigenetic imprinting and relentlessly survive and proliferate. Our questions in this paper include the following: Can cancer become an important teaching model for students to explore fundamental hypotheses about evolutionary process? Can the multi- step somatic cancer model encourage visualizations that enable students to revisit and reenter previous primary concepts in general biology such as the cell, mitosis, chromosomes, genetic diversity, ecological diversity, immune function, and of course evolution, continually integrating their biology knowledge into process and pattern knowledge? Can the somatic cancer model expose similar patterns and protagonists, linking Darwinian observations of the natural world to our body? And, can the cancer clone model excite critical thinking and student hypotheses about what cancer is as a biological process? Does this visually simple model assist students in recognizing patterns, connecting their biological curriculum dots into a more coherent learning experience? These biological dynamics and intercepting aptitudes of cells are amplified through the cancer model and can help shape the way biology students begin to appreciate the interrelatedness of all biological systems while they continue to explore pivotal points of biological fuzziness, such as the microbiome, limitations of models, and the complex coordination of genomic networks required for the function of even a single cell and the realization of phenotypes.\u0000 In this paper we use clonal evolution of cancer as a model experience for students to recreate how a single, non-germline cell appears to shadow the classic pattern of natural selection in body cells that have gone awry. With authentic STEAM activities students can easily crossover and revisit previous biological topics and the ubiquitous nature of natural selection as seen in the example of somatic cells that result in a metastasizing tumor, giving students insight into natural selection’s accommodating and tractable patterns throughout the planet.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139878573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-01DOI: 10.1525/abt.2024.86.2.101
Qin Qi, J. A. Stacey, Nureeni Wright, S. Tetu, M. R. Gillings
Understanding that evolution progresses through generation of DNA variants followed by selection is a key learning outcome for biology students. We designed an integrated and innovative undergraduate laboratory exercise using Saccharomyces cerevisiae to demonstrate these principles. Students perform in vitro experimental evolution by repeatedly propagating large or small yeast colonies on a weekly basis. Small-colony variants known as petites arise by mutations that disrupt aerobic respiration. To demonstrate the effects of increased mutation rates, half of the selection lines are exposed to ultraviolet irradiation. To understand how the petite phenotype arises, polymerase chain reaction (PCR) is performed to examine mitochondrial DNA, while biochemical assays are used to assess the ability of petites to undergo aerobic respiration. This exercise demonstrates evolution by artificial selection over a suitably short timeframe and links the results to a critical biochemical process: the role of mitochondria in aerobic respiration and ATP production. By implementing these experiments, we successfully demonstrated that the frequencies of petite mutants in evolved populations varied according to the selection pressure we applied, and that petite mutants carried deletions in mitochondrial DNA as anticipated. Through an integrated learning context, this practical exercise promotes fundamental understanding of evolutionary processes and fosters critical thinking skills.
理解进化是通过 DNA 变异的产生和选择进行的，是生物专业学生的一项重要学习成果。我们设计了一个使用酿酒酵母的综合创新本科生实验练习来演示这些原理。学生们每周通过反复繁殖大或小的酵母菌群来进行体外实验进化。小菌落变种被称为 "小酵母"（petites），是通过破坏有氧呼吸的突变产生的。为了证明突变率增加的影响，一半的选择系暴露在紫外线照射下。为了了解 "小不点 "表型是如何产生的，我们进行了聚合酶链式反应（PCR）来检测线粒体 DNA，同时使用生化检测来评估 "小不点 "进行有氧呼吸的能力。这项工作展示了在适当短的时间内通过人工选择进行的进化，并将结果与一个关键的生化过程联系起来：线粒体在有氧呼吸和 ATP 生产中的作用。通过实施这些实验，我们成功地证明了进化种群中娇小突变体的频率随我们施加的选择压力而变化，而且娇小突变体如预期的那样携带线粒体DNA缺失。通过综合学习情境，该实践练习促进了对进化过程的基本理解，并培养了批判性思维能力。
{"title":"An Integrated Undergraduate Laboratory Exercise to Demonstrate Microbial Evolution","authors":"Qin Qi, J. A. Stacey, Nureeni Wright, S. Tetu, M. R. Gillings","doi":"10.1525/abt.2024.86.2.101","DOIUrl":"https://doi.org/10.1525/abt.2024.86.2.101","url":null,"abstract":"Understanding that evolution progresses through generation of DNA variants followed by selection is a key learning outcome for biology students. We designed an integrated and innovative undergraduate laboratory exercise using Saccharomyces cerevisiae to demonstrate these principles. Students perform in vitro experimental evolution by repeatedly propagating large or small yeast colonies on a weekly basis. Small-colony variants known as petites arise by mutations that disrupt aerobic respiration. To demonstrate the effects of increased mutation rates, half of the selection lines are exposed to ultraviolet irradiation. To understand how the petite phenotype arises, polymerase chain reaction (PCR) is performed to examine mitochondrial DNA, while biochemical assays are used to assess the ability of petites to undergo aerobic respiration. This exercise demonstrates evolution by artificial selection over a suitably short timeframe and links the results to a critical biochemical process: the role of mitochondria in aerobic respiration and ATP production. By implementing these experiments, we successfully demonstrated that the frequencies of petite mutants in evolved populations varied according to the selection pressure we applied, and that petite mutants carried deletions in mitochondrial DNA as anticipated. Through an integrated learning context, this practical exercise promotes fundamental understanding of evolutionary processes and fosters critical thinking skills.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":"200 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139884219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-01DOI: 10.1525/abt.2024.86.2.94
Aaron E. Kidd, Daniel J. De Jesús, Sarah V. Poor
Evolutionary theory is foundational to the life sciences because it unifies complex ecological principles and explains variation observed between and within species. Students at the secondary level often lack deep conceptual understanding of evolutionary theory, which is crucial to grasp topics related to primary drivers within populations such as inter- and intra-specific competition, predation, and reproductive success. Nonetheless, evolution remains a contentious topic in the United States. The prevalence of pseudoscientific belief among the U.S. populace warrants a calculated approach to deconstructing student misconceptions. This article puts forth an action-research-supported instructional strategy through which educators can identify and address core student misconceptions regarding evolutionary theory and other complex scientific phenomena, utilizing real-world and student-generated models to drive instruction.
{"title":"Elephant Tusks and Natural Selection","authors":"Aaron E. Kidd, Daniel J. De Jesús, Sarah V. Poor","doi":"10.1525/abt.2024.86.2.94","DOIUrl":"https://doi.org/10.1525/abt.2024.86.2.94","url":null,"abstract":"Evolutionary theory is foundational to the life sciences because it unifies complex ecological principles and explains variation observed between and within species. Students at the secondary level often lack deep conceptual understanding of evolutionary theory, which is crucial to grasp topics related to primary drivers within populations such as inter- and intra-specific competition, predation, and reproductive success. Nonetheless, evolution remains a contentious topic in the United States. The prevalence of pseudoscientific belief among the U.S. populace warrants a calculated approach to deconstructing student misconceptions. This article puts forth an action-research-supported instructional strategy through which educators can identify and address core student misconceptions regarding evolutionary theory and other complex scientific phenomena, utilizing real-world and student-generated models to drive instruction.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":"1047 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139831156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-17DOI: 10.1525/abt.2024.86.1.43
Jeffrey D. Sack, K. Suder
{"title":"Classroom Materials & Media Review","authors":"Jeffrey D. Sack, K. Suder","doi":"10.1525/abt.2024.86.1.43","DOIUrl":"https://doi.org/10.1525/abt.2024.86.1.43","url":null,"abstract":"","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":"63 16","pages":"43 - 43"},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139526882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-17DOI: 10.1525/abt.2024.86.1.34
Jing Wen, Fangzhong Yang, Meihua Che
Abstract Antibiotic resistance has become one of the major public health threats of the 21st century. Bacteria serve as an excellent model organism, allowing scientists to study evolution in a short amount of time. There are many misconceptions among students regarding the emergence of bacterial resistance. Conducting experiments on the selective effects of antibiotics on bacteria in high school biology teaching can provide students with a more intuitive understanding of natural selection. This study designs a set of simulation activities: representing antibiotic resistance genes with letters and simulating the degree of antibiotic resistance with numbers. It simulates bacterial reproduction under no antibiotic pressure, in an antibiotic environment, and in a high-dose antibiotic environment. The simulation activity describes the significance of antibiotic resistance to health care while allowing students to better understand the directional role of natural selection in biological evolution and to dispel common misconceptions surrounding the mechanisms of antibiotic resistance.
{"title":"Simulating the Selective Effect of Antibiotics on Bacteria","authors":"Jing Wen, Fangzhong Yang, Meihua Che","doi":"10.1525/abt.2024.86.1.34","DOIUrl":"https://doi.org/10.1525/abt.2024.86.1.34","url":null,"abstract":"Abstract Antibiotic resistance has become one of the major public health threats of the 21st century. Bacteria serve as an excellent model organism, allowing scientists to study evolution in a short amount of time. There are many misconceptions among students regarding the emergence of bacterial resistance. Conducting experiments on the selective effects of antibiotics on bacteria in high school biology teaching can provide students with a more intuitive understanding of natural selection. This study designs a set of simulation activities: representing antibiotic resistance genes with letters and simulating the degree of antibiotic resistance with numbers. It simulates bacterial reproduction under no antibiotic pressure, in an antibiotic environment, and in a high-dose antibiotic environment. The simulation activity describes the significance of antibiotic resistance to health care while allowing students to better understand the directional role of natural selection in biological evolution and to dispel common misconceptions surrounding the mechanisms of antibiotic resistance.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":"42 3","pages":"34 - 38"},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139527047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Opportunities for research-based learning at the high school level are limited, and with the COVID-19 pandemic, these have been further reduced. Such opportunities are particularly scarce for authentic research experiences (AREs), which allow students to identify as scientists by collecting data that contributes to scientists' research. In response to the COVID-19 pandemic, we adapted two of our AREs for classroom settings, as remote independent research experiences for students to conduct from home. User guides and protocols from the AREs, Genotype-to-Phenotype Research with Corn and Discover Volvox Development, were adapted to instruct high school students to work on their own with the guidance of scientists and ARE coordinators. These independent authentic research experiences (IAREs) were implemented in the summer of 2020 and have since been available to students. Student responses to reflection questions and the Laboratory Course Assessment Survey indicate that IAREs provide students with significant gains including learning science content and research practices, collaborating with scientists, facing and resolving challenges, and contributing to scientific research.
摘要 高中阶段以研究为基础的学习机会有限，随着 COVID-19 的流行，这种机会进一步减少。真实研究体验（ARE）尤其缺乏这样的机会，这种体验可以让学生通过收集有助于科学家研究的数据来确定自己的科学家身份。为了应对 COVID-19 大流行，我们将两个真实研究经历改编成课堂教学环境下的远程独立研究经历，供学生在家进行研究。在科学家和 ARE 协调员的指导下，我们改编了 ARE（玉米基因型到表型研究）和 Discover Volvox Development 的用户指南和协议，以指导高中学生自主开展研究。这些独立真实的研究经历（IAREs）于 2020 年暑期开始实施，学生们从此可以获得这些经历。学生对反思问题和实验课程评估调查的回答表明，IARE 为学生带来了显著的收获，包括学习科学内容和研究实践、与科学家合作、面对和解决挑战，以及为科学研究做出贡献。
{"title":"A Model of Science, Technology, Engineering, and Mathematics Remote Research-Based Learning: High School Independent Authentic Research Experiences from Home","authors":"Sandra Arango-Caro, Kaitlyn Ying, Isabel Lee, Kathryn Parsley, Kristine Callis-Duehl","doi":"10.1525/abt.2024.86.1.24","DOIUrl":"https://doi.org/10.1525/abt.2024.86.1.24","url":null,"abstract":"Abstract Opportunities for research-based learning at the high school level are limited, and with the COVID-19 pandemic, these have been further reduced. Such opportunities are particularly scarce for authentic research experiences (AREs), which allow students to identify as scientists by collecting data that contributes to scientists' research. In response to the COVID-19 pandemic, we adapted two of our AREs for classroom settings, as remote independent research experiences for students to conduct from home. User guides and protocols from the AREs, Genotype-to-Phenotype Research with Corn and Discover Volvox Development, were adapted to instruct high school students to work on their own with the guidance of scientists and ARE coordinators. These independent authentic research experiences (IAREs) were implemented in the summer of 2020 and have since been available to students. Student responses to reflection questions and the Laboratory Course Assessment Survey indicate that IAREs provide students with significant gains including learning science content and research practices, collaborating with scientists, facing and resolving challenges, and contributing to scientific research.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":"57 13","pages":"24 - 29"},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139527523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-17DOI: 10.1525/abt.2024.86.1.30
L. Zhong, Peijing Yang, Huimin Jin, Motao Li, Yin Wang, Jie Shen
Abstract The announcement of world's first genome-edited babies using CRISPR/Cas 9 has provoked shock around the world. The popular technique has allowed great scientific and medical advances, but it also raises scientific ethical issues. Therefore, we attempted to design a new pattern of class to help students understand both the technical principles of this cutting-edge genome-editing technique and to explore key controversies in its use, so as to cultivate students' concept of scientific ethics. The students' feedback showed that the organization of the class and resulting discussion were very successful. This class session helped students understand both the abstract technical concepts involved in CRISPR-Cas 9 gene editing and about the scientific and medical ethics of its use. Our experiences show a helpful way for the teacher to improve students' interest, namely by connecting new scientific/technical breakthroughs to cultural events and scientific ethics.
{"title":"Introducing Bioethics: The Case of Genome-Edited Children","authors":"L. Zhong, Peijing Yang, Huimin Jin, Motao Li, Yin Wang, Jie Shen","doi":"10.1525/abt.2024.86.1.30","DOIUrl":"https://doi.org/10.1525/abt.2024.86.1.30","url":null,"abstract":"Abstract The announcement of world's first genome-edited babies using CRISPR/Cas 9 has provoked shock around the world. The popular technique has allowed great scientific and medical advances, but it also raises scientific ethical issues. Therefore, we attempted to design a new pattern of class to help students understand both the technical principles of this cutting-edge genome-editing technique and to explore key controversies in its use, so as to cultivate students' concept of scientific ethics. The students' feedback showed that the organization of the class and resulting discussion were very successful. This class session helped students understand both the abstract technical concepts involved in CRISPR-Cas 9 gene editing and about the scientific and medical ethics of its use. Our experiences show a helpful way for the teacher to improve students' interest, namely by connecting new scientific/technical breakthroughs to cultural events and scientific ethics.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":"50 13","pages":"30 - 33"},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139526938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-17DOI: 10.1525/abt.2024.86.1.47
James Morris
{"title":"Syzygy and the Language of Science","authors":"James Morris","doi":"10.1525/abt.2024.86.1.47","DOIUrl":"https://doi.org/10.1525/abt.2024.86.1.47","url":null,"abstract":"","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":"44 13","pages":"47 - 49"},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139526999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-17DOI: 10.1525/abt.2024.86.1.10
Helen M. Alexander, Julie Schwarting, Naomi Betson
Abstract We established a tallgrass prairie restoration experiment on a high school campus in Kansas. This easily accessible natural environment provides students and teachers many options including scientific research, artistic ventures, or simply relaxing in nature. Our restoration project has four main objectives: (1) practicing science; (2) increasing prairie habitat; (3) fostering a sense of place by getting students outside; and (4) facilitating community collaboration. Here, we present an overview of our restoration as a general model that is adaptable for a variety of ecosystems and circumstances.
{"title":"An Ecological Restoration Experiment on a High School Campus: Fostering Science Education through Community Collaboration","authors":"Helen M. Alexander, Julie Schwarting, Naomi Betson","doi":"10.1525/abt.2024.86.1.10","DOIUrl":"https://doi.org/10.1525/abt.2024.86.1.10","url":null,"abstract":"Abstract We established a tallgrass prairie restoration experiment on a high school campus in Kansas. This easily accessible natural environment provides students and teachers many options including scientific research, artistic ventures, or simply relaxing in nature. Our restoration project has four main objectives: (1) practicing science; (2) increasing prairie habitat; (3) fostering a sense of place by getting students outside; and (4) facilitating community collaboration. Here, we present an overview of our restoration as a general model that is adaptable for a variety of ecosystems and circumstances.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":"55 40","pages":"10 - 15"},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139527731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-17DOI: 10.1525/abt.2024.86.1.44
K. Milks, F. Cloud
{"title":"Lucy & Andy Neanderthal","authors":"K. Milks, F. Cloud","doi":"10.1525/abt.2024.86.1.44","DOIUrl":"https://doi.org/10.1525/abt.2024.86.1.44","url":null,"abstract":"","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":"58 33","pages":"44 - 46"},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139527684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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