a. Some uses of plants to man b. Forests and forest conservation 10. Single-celled animals 11. Fish (and frog, if this form is taught) 12. The general structure of the human body. 13. Microorganisms and their relation to human wel fare. 14. Nutrients and their uses 15. Stimulants, narcotics, and poisons 16. Digestion of the nutrients 17. Circulation of the nutrients 18. Respiration and the production of heat and power in man 19. Additional topics in hygiene 20. Birds 21. Insects 3 lessons 3 lessons 5 lessons 14 lessons 3 lessons 10 lessons 7 lessons 10 lessons 7 lessons 6 lessons 7 lessons 9 lessons 5 lessons 15 lessons II. Course begun in February and completed in January. 1. Composition of living and lifeless things. a. Elements, compounds, oxidation, with defini tions b. Composition of food substances, with test for c. Manufacture of food substances by plants structure. 3. Osmosis and digestion 4. Adaptations of the nutritive organs of plants. a. Structure and adaptations of roots. b. Structure and adaptations of stems c. Structure and adaptations of leaves 5. Respiration and the production of energy in plants 6. Reproduction in plants. a. Structure and adaptations of flowers b. Structure and adaptations of fruits, including 7. Plant propagation. a. Seeds and their development into plants. b. Conditions essential for the growth of plants . 8. Plants in their relation to human welfare. a. Some uses of plants to man b. Forests and forest conservation 9. Insects 10. Birds 11. Fish (and frog, if this form is taught) 6 lessons 2 lessons 3 lessons 3 lessons 15 lessons 5 lessons 14 lessons 5 lessons 12. Single-celled animals 13. The general structure of the human body 14. Microorganisms and their relation to human wel 3 lessons 10 lessons 7 lessons 10 lessons 7 lessons 6 lessons 7 lessons 9 lessons APPENDIX III BIOLOGY NOTE-BOOKS Method of Recording Laboratory Observations. In preparing note-book records of laboratory observations or experiments, home work, or field trips, the teacher should insist, so far as possible, that pupils give in clear, concise English a complete account of the work that has been done. Students should be careful to state the purpose of the experiment, and describe the preparation of the experiment. He should indicate whether the work was done by himself or by some one else. The results observed should be sharply distinguished from the conclusions derived from observation. Pupils might well use as paragraph titles the section titles printed in heavy face type (e.g. Carbon, Oxygen, etc.). On pp. 182-183 are two accounts of the same experiments that were photographed from the note-books of two different pupils. The method of writing up an experiment shown in Fig. 88 is suggested for accounts that are written in the laboratory; that in Fig. 89, for accounts written at home. Drawings. In making drawings pupils should be supplied with sharp-pointed pencils that are relatively hard. Clear outline drawings should be insisted upon, and shading should as a rule not be encouraged (Figs. 90, 91). The general title of the sheet of drawings should be placed at the top of the sheet. When there are several drawings on the same sheet, the general title should be placed at the top, and the special title of each should be written just below the individual drawing. In labeling, the dotted leaders may run in any direction (see pp. 184-187), but they should not cross each other. The labels, however, should all be written parallel to the top margin Dec. 11, 1911 2. 3. 4. Margaret Cutler - IV. 2 Carbon (symbol, C) - Home Work a. I made some charcoal by lightinga long splinter of wood and blowing out the flame. "Charcoal w nearly jeure carbon." b. Carbon is a solid. It is also black. This experiment proves that wood is • partly composed of carbon C. a. Sheld the tife, of the charcoal in a hot flame b. Some of the carbon disappeared. c. Carbon is a black, solid, and it burns. 10. Oxygen (symbol, O.) - Laboratory demonstrations. I examined a bottle of oxygen. b. Oxygewisagas. c. It has no color. 2. a. Some charcoal (carbon) was heated until it glowed and was thrust into a bottle It burst into flame. b. Carbon burns better in pure oxygen of oxygen. than FIG. 88.-Specimen page from a note-book. Grace U Gamble 1-3 Chemical Composetion of Lifeles 20. a Carbon (Symbol C).- I lit a match and watched it burn. After while I blew the flame out. The result was that the match stick was black, and shriveled up. Therefore, from this experi mentel conclude that wood repartly com posed of carbon. Carbon is a solid mare Our teacher held a piece of carbon in a hot flame, and I noticed that the carbon grad wally disappeared and ashes were left. Carbon is a solid mass, it will burn, and it is black; these are the three characteristics that I have learned about carbon. A pupil put her hand over a piece of lighted carbon with her eyer closed, she could tell that it was still burning by the heat. Exagen (Saporbel 0). When muy teacher performed the experiment, I found that oxygen is a our teacher heated as is colorless. Then FIG. 89. Specimen page from a note-book, and it |