Should entropy and energy be emphasised as relevant concepts for biology education? This question will be discussed, highlighting the ways in which the concepts of entropy and energy can contribute to a better understanding of biological processes. Organisms are open systems. Therefore, the chosen perspective is different from the traditional…

Conrad Hal Waddington's epigenetic landscape is now a central paradigm in evolutionary developmental biology. This article proposes that it should be adopted into middle-years (ages 11-16) biology curricula as a way of visualising the interactions of the genome with the environment. The epigenetic landscape is explained, with some biographical…

"Energy ideas" run through much of secondary school biology teaching. These ideas are not always consistent with each other or with the ideas used by other science disciplines. Would a change in terminology help avoid confusion or do we need to review the use of "energy" in science teaching?

Enquiry learning and teaching about the nature of science (NoS) is a key element of science education. We have designed an experimental setting for students aged 12-14 years to exercise enquiry-learning skills and to introduce students to the NoS aspects of creativity and imagination. It also illustrates the impact of carbon dioxide on the growth…

Electrochemistry is a difficult subject for students at school and beyond and even for their teachers. This article explores the difficult "truth" that, when a current flows from a galvanic cell, positive ions within the cell electrolyte move towards the electrode labelled positive. This seems to contravene the basic rule that like charges repel…

One of the striking characteristics of fundamental biological processes, such as genetic inheritance, development and primary metabolism, is the limited amount of variation in the molecules involved. Natural selective pressures act strongly on these core processes and individuals carrying mutations and producing slightly sub-optimal versions of…

Discusses the fluid mosaic model, examining how it arose, evaluating its strengths and weaknesses, and using it as an example to discuss how powerful scientific models are used. Indicates that this model, like all models, are to be used for further studies; however, they are not to be believed. (JN)

Outlines the use of modeling in science teaching. Describes a study in which two parallel groups of year seven pupils modeled concepts of cell structure and function as they produced two- or three-dimensional representations of plant and animal cells. (Author/CCM)

Argues against Hillman and Sartory's views of cell structure (EJ242880), pointing out that they are erroneous in their analysis of the motives and working methods of the scientific community, in their total rejection of information coming from electron microscopy, and in their claim that lysosomes and endoplasmic reticulum are imaginary. (DC)

Describes circadian timekeeping which matches internal states with environmental changes, and the ultradian clock which coordinates intracellular processes including energy cycles, protein turnover, and cell division. Presents discussions of biological rhythms and its characteristics. (RT)

Presents information on the teaching of nutrition (including new information relating to many current O-level syllabi) and part 16 of a reading list for A- and S-level biology. Also includes a note on using earthworms as a source of material for teaching meiosis. (JN)

Presents a summary of evidence suggesting that certain cellular parts may be artifacts arising during preparation of tissues for electron microscopy and discusses implications of same for biology curriculum and instruction. (SK)

Outlines alternative approaches to the teaching of difficult concepts in A-level biology which may help student learning by making abstract ideas more concrete and accessible. Examples include models, posters, and poems for illustrating meiosis, mitosis, genetic mutations, and protein synthesis. (DDR)

Discusses ATP synthesis in mitochondria/chloroplasts and cause of an antipodal high tide. Also discusses a simple field experiment on regulation of osmotic potential by Salicornia (pioneer plant of estuarine sale marshes) and use of a key to identify British mosquito larvae. The latter includes procedures for collecting, recognizing, and finding…

Describes the diffusion of water molecules with terminology adopted from the physical sciences. Presents a set of student exercises (with answers) relating to the topic. (SK)