Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
1 44 Appendix C ⢠Chemical basis (molecular aspects of biology). ⢠Structural basis (cellular and multicellular aspects of organiza tion). ⢠Energy basis (synthesis, degradation� and transport mechanisms). ⢠Control basis (homeostatic mechanisms at the cell and organism level). ⢠Differentiation, growth and reproduction (patterns in unicellu lar and multicellular organisms). ⢠Genetic basis (transmission of genetic information at the cell, organism, and population level). ⢠Systematic and evolutionary basis (classification or organisms with the through time). ⢠Ecological basis (concept of ecosystems at several levels of com plexity). The principles must be illustrated in laboratory exercises appropri ate to the subject matter. In these, instrumentation and organisms should be handled by the students. Certain aspects may be fitted to audio-tutorial systems; others to more traditional methods. Diversity in the biological program will show up in two ways: ( 1 ) in reoriented courses in the student's specialized field as he moves from the core program, or (2) by greater in-depth treatment of the biological principles as they relate to the student's special field. IMPLEM E N T A T I O N Diverse routes to provide the core of biological information are de sirable at this stage; no one route is. necessarily best for all institu tions. The core biology program should be incorporated into the curricu lar offerings as soon as possible. Concurrently, course reorientation must occur in the various disciplines. The minimum core program must be implemented at the junior college implementation, audio-visuals, audio-tutorial, TV tapes, slide sets, and other teaching materials should be developed. As these be come available at various institutions, they should be cataloged by some central, nonprofit agency that would take the responsibility for providing "availability information" to all institutions.
APPENDIX D Quantity of Biology TOPIC I To what extent-e.g., number of quarten or semesters-is a core pro gram in biology feasible for all students in agriculture and natural re sources? Comment 1 There was general agreement that a core program in biological science is feasible for all students in agriculture and natural resources. It is proposed that this core consists of a one-year's sequence (3 quarters or 2 semesters) of 15-1 6 quarter units, or 1 0 semester units, and in clude a laboratory. It should include cellular, molecular and organis mal biology, which would start the 3rd quarter or 2nd semester of the freslunan year. Comment 2 The consensus was that two semesters or three quarters of beginning biology courses in a core program of biology are feasible and desirable for all students in agriculture and natural resources. Cellular, molecu- 146
