Skip to main content

Currently Skimming:


Pages 145-150

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.


From page 145...
... 1 46 Appendix D lar, organismal and population biology should be covered. Advance placement should be encouraged.
From page 146...
... QUANTITY O F B I O LOGY 1 47 Should the amount vary by major field and by option (business, tech­ nology, science)
From page 147...
... 1 48 Appendix D the curriculum at each of the two levels? (Assumption should be made as to major field and option being discussed.)
From page 148...
... QUANTITY O F B I O LOGY 1 49 • Increase and encourage competence in teaching, with in-service training; give graduate students some experience in teaching. • Cease making an issue of "relevance" in introductory biology , and credit students with the substantial perceptiveness they possess.
From page 149...
... 1 50 Appendix D Suggested Core Program in Biology for Students in Agriculture Year Frethman Sophomore Junior Senior Fundamentals of BioloJY (Taken 3rd Quarter of School year-after chemistry) Oriented on cellular and molecular level 6 quarter units (4 lectures, 6 hrs lab/wk)
From page 150...
... APPENDIX E Chemistry, Physics, and Mathematics GENER A L C O N SIDERATIONS Comment 1 In view of the need for more chemistry, physics, and mathematics in the undergraduate curriculum, it seems necessary to fmd ways to in­ troduce such courses into an already crowded curriculum. To main­ tain a four-year bachelor of science program, already-existing courses must be consolidated, and extraneous or superfluous material elimi­ nated.

Key Terms



This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More information on Chapter Skim is available.