ePArATIVE STUDIES
I
O?
UÎS
FIRST TERM COLLEGE IflOWGT
by
RICH4RD
A
T''
F.
PAPER
suinittod to
OREGON
TTE
COLLEGE
fu1fi1Liiont or
the requirerents ror the
degree of
in parti&1
MASThR OF EDUCATION
March 14, 1947
;
'PROVE
D:
Redacted for privacy
7rofosor or Eduøatton
In charge or the
Maor
Redacted for privacy
Head of the Sohool. of Eduo& ton
Redacted for privacy
Chatri.n of the 3tate Co11ee
raduatQ COUNt1
ACKNLEDGWTT
To Doctor R. R. taslett, the writer oves a debt
of gratitude for his constructive criticism of the
set-up
arico
for the experìiienta1
work,
and
or his guid-
and sUgestione in the preparation of this paper.
C1PARTIV1 STUDIS
The
had
IR3T T:RM COLLEGE
3IOLOOY
oo11ee8 rormerly dt$tinuished between 5tuent5
who had
O? $TUflENTS IN
high school biology and students
who had
not in terme of the
o11egiate oouraee to whiob the respectivo groups 'gore asigned.
year of high school biology
Those who had had
re
aigned
to the
srtostor of the related co11ee elementary course
while the othera -re assi ned to the first uarter or senester.
8eoond quarter or
Later, and in
ter5
of current general praotice,
no
:1itinotion i
being made betcen the ctudents in these two groupe in that
them
are placed in the
oolleges believe in terms
&e
a group,
be:innin courses in biology.
arno
or
their praotice
all
of
The
that the high
eøhoole,
are not effective enouth in their pr9paration of pupila
in biology to warrant civing credit í'or courses in high school
all college
biology, since
are required to enter the
freshman najoring in the
sie
ntturcl sciencee
ol1ege courses in biology.
The
writer of this paper desired to re-oariine the question of the
justlfiahility
From the
of the roregoin assumption.
it
hi;h school point of viow,
appetrs ílesirable to
teach the sciences in high school heoause of the
reroentes
of high
rel'tively
of hiCh school pupils who go to college.
ohoo1 pupils
in the scicnoos
hih
Will
ever receive. Fran the college
school courses hqve resulted in real
training of the pupils in the sciences in
students should not
be
majority
receive in high school the only formal training
ich most of them
point o' view, if the
The
small
re uired to
repot
whioh they took
wori whioh
classes, the
they have already
2
mastered and ,raete time which they might spend more prorit&bly
advmnoed study.
shoo1
sohools
.re
not
the
cieroos
ereotive
in their
3_n
of the minimally essential
the assumption that the high
ori
techin-
iìy not even teioh all
u1rtopios hold by general
teohers of these sueots to
e
reruisjte
the respeotive fields o? koviledge is
.n
the training given in high sohools in
tau].ts o
more
o11eges to oontinue to give no aredit for high
'or
'ohiovernent
tri
the students that the
effotive, if they have not,
hih
'or
onsent of
basto understanding of
iniothent o' the quality of
th5e fields.
s'hool courso
It is not the
have not been
It te only pìrtly thc faults
of the
high sohools, stnoo the quality of the work of the high eohools cannot
exceed by any lrge margin the stand-rds held to he satisfactory by the
comunities in
In an
have
ha
v4icIi
they are located.
ttempt to find that high school biolory has or
significant value in biology at the college level, the writer
undertaken this
rier study of the cnparative achievements of
two groupe in college biology.
performance of
and
a
a
The study measures the differences in
group of students who had had high school biology
grop of students who had had no rornil training in biology
before entering college.
the
loes not
perormnoes
A
further coeparison
of the mon and
that the ancient superstition
wnen
tht
s
been nade between
in this sub4eot
wen
s
an inlication
hqve less soientifie aptitude
than men is or is not ,orreet ';ithin the lintitatjons o" this little
paper and
tht
the
rrlore
iodern superstition that
en
.re
the better
students, including the field of biology, is or is not correct.
For the purposes of this piper the group which
biology will be designated as
"}d
hac3.
hd
high school
group which had had no
and the
high school hioloy as 'Had Nots.
prolet
Th
has
aohieveents, first, between the
beten
the
five
The
differences
tests.
In adciition,
non-stanckrdied
croups
students.
nuin'or of
these c1.ssroon
Of these,
five
The study
corpiring
The nuznT:er of
of'
the four
quarter
either had or had not had
could not
that
they had had
be included in this
the men and women included the 165
oen included
men varied from 58 on
order
eoessarily there were
lid not state
nd
.duoation
colleothd in
The group onpleting this one
not had high sci'ool biology
comparison.
the usual forniula
Collee Freshmen were
coiposed of 166 students who
high school bioloy.
cl'ssroarn tests
Aìnorioqn Council on
on this eaimination might be noted.
course tras
hd
objeotie oolle:e
the
an
.heso four groups
diferenoes in the mean scores of any
linitqtions to the study.
or
frt
the scores
noositttod
This
between means (1:121-137) train
i'syohologioal Examination for
rtrked
Nots" and, second,
basic criterion for judent
for the
that any
"1d
ìif'erenoes in the
the scores of
elementary attisticnl trentment of
in biology.
and
"!Tadc
nd the women in this course.
icn
in each of the
sinifioant
the
been to show
the
in the study
?irst test
',as
113.
The
to 52 on the rourth
and fifth tests, as the scholastically poorest of the men withdrew
from the course.
second cla3sroori
The
efoot
of
tutorin,
between
tests influenced the ooiiparison
and the "Had Note" for
the
the first and
beteon
the "Hads"
reason that, of the thirty-three students
4
who were
The
tutored, tventy-rour
tutoring
student,
The
on
con8isted of
two
a
rtteria1 to
tests
were "Had Nots" and ntne were
hour session, .iven by a
ovorod in the seoond
were drawn up by the
test.
teaohor of the course and were
coriposed of seleotiona fron ariiong thousands of
items in a proportion 'elieved
gdute
y the
siMlar
objeotive
test
instructor to pra1'e1 the
vrious su-topios in the text, the lectures, .nd
the laboratory. The test itens were predominantly of the tohing
emphasis given the
form.
The rerrialndor were
Copie. of these
of the sir.p1e (one word) oap1otion form.
toste re included In the appendix.
Prior studies of the
e1
ssron aohievrents of gtudont in
eleiientary biology eourses in college in which oxparisona
'e
between those vho htd had and those who had not had high school
show
that there are
no
achievenent in ool1eo
made
hio1oy
difrerenoes or tt nest slight differences in
io1ogy favorinT those who
hd
}td high sohool
bio1oy.
Cunninharn (2:57e) holde the view
hio1y
The
that high school training in
definite o-rry-over value to ool1oe
following tal.ilations froii (unningham indicate
has
work in biology.
the results of a
three year study in the fields of college zoology and college botany:
ZOOLOGY
(i) Total students presenting
(2)
High Sohool
Total students not presenting
Percentage {aking
(i)
(2)
!ih
A
6.1
3.7
io1ogy . . . . . . . 426
io1ogy . . . . . 247
Sohool
C
20.6
16.6
50.7
47.7
D
14.3
21.0
F
8.7
11.7
"It muat not be oono].uded however that the failure to take high
sohool 'iology prohiits a student fro
poesibly ono should
than
is
xpeot a
tuoh
niakin
a top grado; and
in
wider c1iforonee
perfor'anoe
indioìted in this study.
Cunningham (2:581) goes on to say about the students
of botany:
"The differenee here is also in favor of the student who has had
(high sohool) biology,
it it is not so striking as
seen in
iay
the following tabulation....
flOTAN!
(i)
(2)
Total stu:ents presenting (High Sohool) io1ogy. , .
Total studente not presenting (!ligh School) i3iology.
Percentage raking
(i)
(2)
"A high
2.6
20,8
C
3G.
302
.2
15.
31.?
38.
À
sohool course in
B
io1ogy :o
T)
.
.
,
.
.
.
225
126
F
10.0
12.0
have a benoflolal effeøt
on one's perforrnanoo in ool.lege zoology, provided the
oourse has been
pursued in our beternchools.
on
while
present
i
The beneficial
not so evident froi our
ofeot
ta (2:588)."
T'erguson (3:677-679) maintained that there
di!Torenoo fvoring the "Hade" or the "R&d
found that
even though
-otany,
flots"
as no simifioant
.
In his study, he
the "Hade" received a higher percentage of "A"
grades in college bioloy, they 'lso received a higher percentage
"D" grados and failures than did the "Had !!ots."
(3:67e):
"It is the opinion of the
of
!?erguson stated
'riter that the students who had
biology in high sohool showed no signiieant superiority over those
who did not $tudy bto1gy in high school."
Cole (4:247) said
of'
the scienoes:
To be sure, it helps a
fres}n
if he brings with him the
experience ith
(?ron high
of' a special voo'bulary and an initial
the suhect, but the kn1edge of teonical words
beginnirts
school training) is generally so low that a good realer can
comete on practically equal terms with those who have already
had work in science before reaching college.
Douglass (5:174) is of the belief that hiçh school work has little
value for nuooes3 in college.
correlntion
Douglass wrote:
'Thore is no significant
etween the number of units of credit
orned
in any subject-matter field and scholastic suoces
hih
in
in college.
is but slight relationship betweon the size of high school f
pupils graduato and their subsequent college marks...."
further stated (6:287):
r
school
There
whioh
Douglass
"Not only was there little or no relation
I
ut
between pattern of high school credits and college success,
little relation between the mastery of any partic-
apparently there
is
ular su1'jeot (in
high school) and college
success.t
Previous studioe, of vthich there are many, hove been
deternine which of the sexes is superior in intelligence.
have shown that the sex
wen
as
interests
.ho1e
shoi'r
Lre on a par
sL'nifioant
de
to
The findings
intellectually end that men and
difrerences
only in so far
is
re concerned.
Cole (7:460), in writing of the sex differences,
stated:
As matters stand it present, no differences between the
sexe in general ability have beefl adequately deaonstrated.
There does, however, seei to be one difference between scores
rade by boys and jir1e that is so ntarked as to be in excess
Tn the
of a reasonable influence frein normal elimination.
separate tests that together nake up e. cale for reasuring
intelligence, girls rrtke much sunorior scores in tests
depending upon verbalism, and boys upon tests involving
mathetics.
7
Atkjnaon (8:65) made the o'servition
s1ìht superiority over Lirls in
in-eo-fr as the above tests injcte."
shovT
a
oodworth (0:241) is of the poInt
fri his
study that:
"Ibys
the study of enera1 Science
o' vier that:
intellectual differences tivtt have been round
that girls exoe]. in verbal or 1inuIstio
aiility, boys in neohantoal or spatial ability. Girls and
women surpass in vriis 1anuage teste, such as vocabulary,
The main
tests aro
by use of
sentence completion.... Girls seers to have a
definite advantage in all sorts of language activity. Tn
opposites,
school they outdo boys
In language work.
sexes aro about on a pRr
(lO:5-5?)
Smith
wrote:
Intelleotually.
comparing sex
On
the whole the
differences in achievement in biology
"Material generally covered in biology shows no sex difference
in general, tut the subdivisions show slight
eubjeot (General Science
)
as
':hole
diterences....
is ruch easier or
The
boys than
for girls."
In his
study of the
Cunningham sunm]arIed
his
corsparcitive per'ormanoe of
findings a
follo'rrs
rn and women,
(2:587.-88):
Thile rien show a better record, it mist be remembered
that nearly half of them are pre-medios functioning at a
data do net admit a crefu1 analysis of
higher level.
the subject but they indicate that the level of performance
for women and non pro-modios men is abit the same. The
relative per'ormanoes of men and ioman in zoology or botany
does not seers to differ materially, other things being
(r
equal.
The
obnotive
basic daLa for this study were the raw scores of rive
classroom biology
completion and
matching.
tests.
The test
The completion
nsvrere.
Eaoh
matching item hd
and twice
that
number of
items ero of'
tests called
two types,
"or one-word
twenty-five sub-items in one column
possible answer choices in the opposite
Very infrequently,
,lurnn.
number trc*
used two or more times in tho longcr column.
by the
instructor in the course
bioloíy tests. Grading of the tests
T'r the
o1'
co1lee
most
done with the
'ï'ere prepftred
aid of a stencil.
devitions of the
imeans,
in one hundred of the
ifrrences
being
reliable
ocputad.
The
"iTad
tests
the means, probible error o? the lirrerenoes of the
meRna, and the chances
were
is
raw scores the meana, standard
di?forenoes
Th030
'ere similr to
tnd
to e
the short column
t&ultion
following
Nt'
shows the
results of the
flItas?
and the
in this biology class:
TA2 I
OF OBJECTIITb TESTS REWLT3
TRE "RA T)3" A 1D THE "HA TWO?"
CLPARISO?3
rest
group
iind No.
of
2ossible Mean
Points ?olnts
on
Diff.
3D
1TEEN
PE
between Diff.
M's
racle
Chances
in
roup
avored
100
'tudents
Test
No.1
Had 116
HadNot 48
50
36.8
36.4
7.3
6.4
0.4
0.3
64
Had
No.2
Had 117
HadT;ot 48
125
85.1
82.2
11.9
2.8
1.3
92
HadNot
!'o,3 Had 115
Hadlot 48
75
8,3
51.3
49.5 10.4
1.8
1.0
86
Had
50
38.3
37.3
7.2
4.2
0.9
1.0
86
Td
163.8 13.7
163.2 14.0
3.5
1.5
93
Had
No.4
Fiad 113
HadNot 47
No.5
Had 113
IladNot 47
200
12.f3
the study
I
oompring the
the "Hade" artd the "Had !ots,
be
dlf('erenoee In the &ohievenar.t of
the "1fads
ho'ved ',hat
signiftoant superiority on four of those five
tttstioa1 tb1e of chnceg oC
to a
cero, given the
otu1 diffrenee.
true
'.
The
'ad
tet
dierenoe
would appe.r to
aecording
greater than
rots" aoored higher on
the second test.
In the second part of the study the differences in scores on
these five tests between the
zsen
qnd the wanen taking these toste
ShOWOd the worsen to be the superior croup in four of the five testa.
The
rrten
did better than did the women on the fourth test.
that follows
surarizes
the
comparative data between
The table
these men and
wonen.
TA%E
AC! IL'VEIdENT
DIPrNCES
T13TS
BTW*
Possible Mean
Points
Points
of
on
Made
Students Test
II
ON CIAS3RO(
BIOLOGY
N
'IEN
Group
.nd No.
Test.
"o.l
WoeLen 113
Men
cmen 113
No.2
Men
!o,3
No.4
o.5
75
.
crien 113
52
37,3
35.1
5.7
fljff
PE
Chances Group
betseen Diff.
in
Favored
M's
100
2,].
2,2
99
85,8 15.0
80.4 12.5
c.4
2,5
9
7.4
i.e
1.1
87
'en
0.6
0.
73
Men
o.0
0.3
64
51.6
50
200
37.5
.e,
J'-.j.
"ojen
6.0
4Ç)7 11.3
55
"osen 113
!en
125
57
omen 113
en
50
58
SD
4.1
(..
166.0 14.2
165.4 8.4
oon
lo
the 3oros on the
AseulninC
Eminat1on to
Peyohol ogical
it
do oollege work,
1are psrt neauros
be in
ss found thttt the "[ade"
were the
ws
The rtetn score or tits emirct.ion for the "Had."
for the
ws 94.4; the
Toup
1etween the
small.
the
TflO'fl
rr!!ad Nots"
the
wo
"Had Nots"
this
OT1
probbly of
is
able
the
ould b. that,
in thie
diforence
The
it le
extent,
llMted
school ecience ocurees.
The
the wner1 i of very
nd
oores of
between tho
difrorences
difCerences are real difrc-
tend
proup.
the "Hads" and
to
oores of the rrten
reafl
rn
5inificnoe even thouch
some
Nots' in terms of the ohanoes
"liad
'etween
superior
p4.3; that
92.2.
s
to
of Rbility
slnifio'noe.
'hile the
the
eaintion
students enroll in high
dif'arenoo between
little or no
rtotn soore for the
score for the waen
mean
soores
The
re:sona"lo conoluaton
.
riore
88..
duo'tton
Council on
AfleTÌCafl
enoes,
hunred
in one
test
and the
'H.ds"
that these
it is believed thit several factors
to roduce the seeming sinific neo of
numbers of
the
the3e
dif°erences.
casroom
iters in ali of the
tests except
First,
the
firl
emintlon
were small, thus makins the tnrluonoe of ohnoe in
their
¶'nswerinC l'
raer than it would have
oontainin
eoond,
larger numbir of test items,
in the oltss was small,
selection of these
men
b.en in
in this olas
quarter, in this
inoreasirig
rien as
a
the
rpre3entative
narrowing the ran
biology within the group of
reri in
the number of rien
fater of chance in
group.
scholstio11y, withdrw from
we
eetminatione
e
the
the
Third, the poorest
olaS3 during the
of ability nnd interest in
this olass. Fourth, the
echolastio
lì
ability of
tuo
s1t,ht1y higher
"H&d8" wa
Ination. Fifth, It would appear to
it
is not here
chosen to enroll
in thi3
in oollege.
Sorne
high 8ohools so sa11
"ad
Nota" by
ter
that
o'
whole, however, the
would, in
£ram
ll
mtht
high
the
Its
purpose the
training
in
Aa
perriit enoizh oholoos
rae&'era of
afeøtod vory 11ited,
this
if they
aub.leot
vere
for study
qwtllty of the work clone
apart
this su1eot in hI;rh school.
13
:ased upon a small
deterriition
study which had
of the offeot of previous high school
in achievement In cla3sroon biology etween the
and women in a eol3.ee 1'iology
rovie'r of the literature
high school biolor Into
is
offered.
biology upon achievement in ool1ee biology o3asss; and
the differences
There
have attended
currlouluxm offered.
ohoo1a of Oro 'on
probability, areot the
In suziary, this paper
as
havtn
en re uired to enroll tn biology In
This Interet in biolocy a8 a
the study of
reìter
there were no coureos in 'iology
in biology so
all.
had
reason of their
of olausee by the pupila to make the nwbers of
affeoted ìt
ae8tiption,
Had
the
the "Had Nots"
high school by reason of the n-'ture of
oo11ee couree
1ots"
course in high sohool and to enroll in It
3one of the "HadS' miçht h ve
s.
reasonable
be
deìonstrb1e, that
interest in biology than the
ftIn
t1Hd
Anerion Counoji on Edueitton Psyohologioal E.ri-
as shown on the
although
the
than that of
31a53.
rerding
the carry-over value of
colle:o achievement is not
a conflict of oonclu3ions regrrding
evidence rrora various ro3earoh
rien
ro,1eota.
its
conclusivo.
value
In the opinion of
oonfliotinthe
writer
12
the oarry-over value of high school biology to
18
ro'1. In
botreen the
in
study oopartng the difreren,es
a
and "ilad Nag", the "Hads"
!Iadß'
four of the five o19asroon tests,
oharicos in 100.
As
advantage
relatively
of the
t1Had
Nots" had htd
and la"eling of
parts,
no
These
evidently
s
On
with scienoe
fìot
easier
than
tFr'.t
the
study biology
of the
"Had,."
gain the
initial
rithout
no definito oxperienee in
in any
learning plus sane
the other
hand, alert
doubt,
draving
keeping aystom-
prior
training,
once
learned te
of how
t
note7orthy
during
loasary work.
factor--if
are
achievement
skills required in
it
superior
would,
could
to
an
such a course.
courses in biology which
The litorture shows that women
o
interoted students can
instruotion in the high school c1as
ho
the
ht,har oo11e;e
!tnd
amouflts of the2e
orry-over to co11eo
linguistic or
This
kn1edge
ooure in coheTe biology rapidly
much
tutoring
terminology, no training
no praotice in
aro the factors favorin, the
The quality of the
to
duo
in high school and,
recall or relearning of srtteria1
rc1tively small
elenentary
the
fund.menta1 in the study of the solenoes and
ire
On
gave
the one hqnd, very few
ahould ho definite values in the oirry-over.
and the
te8t
praot.ioe in &esom'1tng bio1ogiot1 cbta
vnrioua headings, and
atia notos.
hoiod slight superiority
any science subjects
studying bio1oî,
in the spooi.l wiye of
in the aohievementB
000r.-
1are number of "Had Not.'
hence, had had no aouaintanoe
under
hih
is 5xn11 if it
sixtyfour to ninety-three
previously noted, the
"Had !ots" an apparent
a
frn
'o11ee
he
rnasured..-
there might be.
the men
in
The results of comparing the college
13
o1E.øsro bio1oy ohiovenìerts
shoved
f.ß
of the rien and women in
3upertority of the vrien in four
c
Since this courBe in general b1o1cgy and the
emphasize the aoqutrtn
of
wen
i
in
ere'9ed.
thereon
of terminology,
keeping uith the
a group
reater
and their
greater industry ao students.
It is the
conclu8ion
of this writer th't the
sohool training in biology
in oollec'.e
students
wcen
enttionß
1inuistio interßt snd aohievement o' women as
generr.11v
the
oonzidorable amount
this slight superiority of the
oourss
ïy
hø,
in biology
in general, 1itt1
influence of high
carry-over value
nd that any superiority 'iioh men
have in the study of the soierres is exceeded
the gre'tor industry
To
five toBts but that,
of' the
our8e prore83ed, the chroes In fivor o
the
the five tcsts
and
vorb1 interezts
o" te
y
ioren students.
limited extent, the more able high school pupils enroll in
high school sotenee oourses, amon
which are
the aourses in biology.
To a probably grater extent, the pupils more intezsted in biology
enroll
in biology oourses in high sohool
and, later, in college.
It
would tpper, therefore, that the general praotioe of ool1eos and
universities of
placing
11 beinning students In biology, rejrdless
of their having 1*d or not
is
justified.
having had
high school biology courses,
14
?I BLIOORkPHY
!,, Statistics
in ?soho1ogy and Eduoation, Longan3
1.
Gtrrett,
2.
cunnin.huu, B., A Study of the ffeot of
iolog on Perforignoe in College
Math, Vol. 34, No. 6, June, 1934.
.
H.
Oreen and (Jo., Rev., 103?.
iol,
Ferguson,
Biology
irter
Relationship 2etween Crses ir. High School
and General 3oienoe and the 'rades of Students in Firs
Col1eje 1.ology, Journal of Negro duoation, Howard
t:!, Vol. lO, 14l.
.
'.
Cole, Luella,
5.
Douglass,
Jr.,
ckjround of
The
Rinehart, Inc.,
and
Course in Ht Sohoo
School cienoe and
Now
York,
l4O.
Relation of
Certain Other Faotore toÀe
H.
R.,
The
!f_-!' Sohool Review, Vol.
Co1e
Teaohin,
Farrar and
School Preparation and
3u00e85 at the Universit
, 1932.
6. _______________, The Relation of Pattern of !IIgh Sohoo, Jredits
to Scholastic lu0000S in College, North Central kssociation
Quarterly, Vo].. IV, No. 1, June, 1031.
7.
Cole, Luella, The
hart, Inc.,
New
okround of Co1leje Teaoh
Farrar
and Rine
York, 1940.
:ffeet of Sex Diferenoes in the Stucy of General
of
Eduotional Research, Vol, 24, June-December,
Soionoe. Journil
1931.
8.
Atkinson, C.,
9.
"ood'worth,
R.
The
L, Psycho1oy, 4th ed., Henry Holt and Co.,
Ne'
1940.
10. Smith, V. C., Se Difernnoes in the Study of General Science,
cienoe, Vol, 75, Fo. 1032, January 8, 1932.
York,
BIOLOGICAL SCIENCE SR\1EY
Loct. Seat No.
Nme __________________________
Place the nurber of the statenent in the appropriate blank in the colutnn
to the right. Use nuTnbor as many timos as you see fit.
t
relation to the environment
:ì. The study of the organism in
is
knovm
as,....
is.....
2.
The
physical basis of life
.
Tho
most abundant element found in protoplasm.
.-. iTho was the
first
man knovm
carotin
cell sap
cellulose
cell viali
to have seen cells?
centrosomo
chic ro pia sts
cardinal principle of education does biology
probably have the greatest pplication
:
The loss of water from the protoplast so that it is
withdravm or shrinks away from the cell wall is called
7. What is the first process involved in the entrance of
water into the cell
To
what
,
8.
perrits the movement of molecules
different substances at different rates is.....
A
membrane which
f
9. That part of the nucleus takes a heavy stain?
lo.
li.
substances found in cells, activate chemical
reactions in the cell?
rhat pigment in plan
is the source of Vitamin A?
What
12. 'That
13.
14.
15.
16.
17.
structure in the animai cell, in addition to
the nucleus is concerned with cell division?
The sum total of the constructive and destructive
proceeses in qn organism is said to be.....
A colloid in 1*hich the dispersed phase is a liquid and
the continuous phase is a solid is a.....
What property of protoplasm causes it to respond to
stimuli?
Thich of the three nutrients found in protoplasm give
the most heat for per unit of weight?
The liberation of energy by organisms is known as,..,
18. The study of the functions of organisms
19. The most
common compound
20. The vacuole
of'
is
called,....
found in protoplasm
the cell is
is.....
filled with.,....
kind of material is protoplasm?
24, What are the components of
a
true soution?
25. About what percentage of protoplasm is hydrogen
23. A coil that contains more than one nucleus &s a
'
chromoplasts
chromosomes
coenocyte
colloid
Corti
cytology
cytoplasm
diffusion
digestion
disaccharide
ecology
enzymes
f at
fifty
per cent
gel
health
Hocke
imbibitiori
imponiieable
irritability
katabolism
metabolism
monosaccharide
nucleus
oxyon
permeable
physiology
plasmolysis
plasma membrane
protein
22. 7hat part of thé cell is chiefly concerned with the
regulition and control of osmosis?
1Vhat
T.chromtin
polysacoharide
21. What kind of carbohydrate is Rlucoee?
23,
anabolism
carbohydrates
.
.....
protoplasm
rhythmi city
semipermeable
sol
solute
s o i vent
ten por cent
true solution
vocation
water
BIOLOGICAL SCIENCE SURVEY
Lect. Seat
Naine
No.
Place the number of the statement in the appropriate blank before the words in the
column to the right. Use each number once, and one number in a blank.
stucr of the ft.nctions of organisms is called.... ____ anatorry
______ ìgar-agar
as.
knov
_____ antheridium
is
plants
2. The lowest group of
_____ Blue-green algae
_____ bark of trees
3. In what type of habitat do Blue-green algae grow?
1.
The
.
4.
5.
is
What
Vitamin
the most connon compound
A
is
obtained from what
.
.
- carbon dioxide
_____ carotin
in protoplasm?
_____
is obtained from certain
algae reprothice by....
6. What important substance
7.
8.
9.
algae?
Blue-green
Red
The
Because Oedogoniurn has unlike gametes,
to
be....
Red snow owes
organisms?
its
it is
____ crystals
_____ cell sap
_____ chromatin
said
____ chioroplasts
_____ dsaecharides
_____ diffusion
_____ fungi
color to the presence of what
structure is present in the animal cell that
is absent in most plant cells?
reproduc.on in Spirogyra is called.. .
Sexual
11.
12. The egg of Vaucheria is present in the....
lo.
What
_____
____
.
13.
The male
_____
14.
15.
Where does Protococcus
16.
The vacuole of
17.
The
.
thrive?
composed
largely of.
.
.
.
study of classification of organisms....
important element of protoplasm, found chiefly
in the nucleus is...
19. What common element is present in proteins that is
absent in fats and carbohydrates?
20. Energy stored in the cell is....
18.
21.
An
Cane and
malt sugars are knomn as.
. . .
colloid in which the dispersed phase is a liquid,
and the continuous phase a solid, is....
23. The tendency for molecules to dLsperse themselves
homogeneously in t1 available space is....
24. The idea that life is something more than purely
physical and chemical manifestations is.
25. Blue-green algae are considered to be primitive
22.
A
.
because they
lack....
.
.
fertilization
fins
______ gel
about with the ad of. .
Starch is stcred in what bodies in the green algae?
the cell is
fission
____ fresh nrater
gametes of Oedogonium are able to move
.
chlorophyll
_____ centrosorie
chromoplasts
_____ conjugatzLon
_____ cilia
plant pigment?
_____ heterogamous
_____ iodine
_____ isogamous
_____
_____
_____
_____
_____
____
_____
in soil
kinetic energy
leucoplasts
mechanism
mono saccharides
nitrogen
nucleolus
_____ oxygen
____ oogoniusn
____ pathclor
_____ physiology
____ phosphorus
_____ pyrenoi ds
_____ potential energy
_____ Red algae
_____ salt water
____ spores
_____ sol
____ sulphur
_____ Thallophytes
_____ taxonomy
_____ vitalism
____ vater
I
17
'P'!Tt''
PiÖLOC,1'jI,
'UflTT'Y
Odd
aproprite terti
Place the number of the statement before the
:i. The study of the organism In rel.tion to the environrnnt i called..1....
2 (rtain re algae are cominorcially iLportant
bt-caue they
proriuc
Ibout 2.5« of protoplasm i$ composed of hat
oL;rient?
4. 'he frtllize
of Oedooniun i known ¿&s the.
,,,.
nrocs
'what
5s
.
calcium
carbon rljoxjde
-
Chlorola3ts
conjugation
cofloidil colution
crtology
The
groth frori mithin
:x c.lJ of orgnisn-s ar knon
Th
the
rer J. nwil( of .
The color in hot springs is som'tirnte cuz
by
Proto)l&1n ha a ririthod
kno"n ìc .
¶:),
.
digtistion
digtiv'
o
12.
Thc.
lut
:Lç.
Th:
'olor
1)
o'
g11Ltc
s.. in
to
Oflly
-_____
b:'..,...
-
o a
i
kinde of
-
TJlothrjx
. .
.
-
Lilae
coni''
--riTi.t.LV
b.c-u
thy lack t'hat two tuctw.?
17. #frican sl.:ping sickn :
i
:
C rr-i.'ì
-
FiSct
18.
-"
ln.r
:IZ.,
out 10
cnt
20.
::Ft
.'
of
t is a......
DLr c:nt.
/iat u1etont?
hout 15 per
19.
21.
rì.rticl
n th
.
olut.on r. of
r.cn
r.l'r.
th.t
o]..
cu-
of roto!l-îmi is ::orposúd of
cf
roto1.s ir cor'o
corpound?
-
iron
morphology
nitvvgcn
nuclei
oospores
OÇ'P';T)
notcssiu
cdi-e
'rotin
psudorodi.
pyrnoids
of
Dhycocyanin
lt
crowi in
house fly
hydrogen
iogainous
grn
l3.
hcterogatrnus
intuuscention
t
c'z.
fucoxanthin
_____
picent
v.luabïe rrinral derosits
'ig;
'rown
rct to it
is
fats
f1aella
ferti1iation
.norn ;i3.....
i
aJ.'& rpro'3uc:
the rast?
in
.
. . . . . . .
14. 'hat al'&t have forriud
rj-
crlands
endocrine 'lands
r
}iat or nirns?
i:i. Fusion of unlike
l5.
diatoms
-
. . . . ,
.
10.
to the right.
sicilztion
does food b come incorporated in
amoa .ngulf it food by raoana of protopla3raic Lxtnsions known ac.......
7. J.lio as eaten is ivht kind of a colloid?
e.
r.--!
:L-
lt
Hor:onus
p3.
rtructur9
th-'t
:.'
th..
.
,
.
in thu rh]ororlr»t$ o
ar concrnuA
with
24. Th. lo'u't ph;.rlum of
t
r1nt
rch
-rt
. ,
52: r]jij
sol
l''
'r..-n
Thcllonhytts
tor
tht.......
truc solutien
t$:
;;
o.
binary iis..on
blue grecn rlae
tue protoiasm9
t.
'-'eat
accretion
agar-agar
subtance
a
t.
ro'ucts of rispir'-.tion
aro.
.
.
tr
.
fly
.
-
zoo$pors
zy"opor%s
CIC:E SU'EY
BI3LOCICF.L
idterm
xam
-
Name
Lecture seat No,_______
Completion Statemerit
moebic dysentery is caused by a member of
hat group of Protozoa?
2. Potassium and iodine are obtained frot
ihat
1.
roup of al;ae?
rour of cells
À
3,
Apocialized for a specific
function,.,
4. 'nie 3cience of the rolation cf the oranism
to the onvironmont.
disted
is
roeqs !herob:r
'h2
Vood
moorporated into the protoplsm.
T)COUR Vauchoria
a multi-nucleate fila-
5.
.
ment, i.t is seid to be....
7.
fortilized o--cell is !no.'n as a
2.
7
).
V
¿i.,
5.
6.
I.
amoeba ?repn itself around a partido of
by protoplasmtc xtonsion knovn as...
9.
'arameciw rids it'olf of sur,lua '.'atir by
c.ens of the...
10.
lsndular secretions that control the growth
of an oranisrn.
Il. flood i
coniderod as :vhat type of ti3Buo?
8.
1.
Th-
food
8.
.
12.
Th sexual roroducton of the malarial
ite takos nlacj in hat orcanism?
sloopin-sicknes5 protozoan holon'r
.hat c1as?
. The
V_______
14.
V
15.
L.
aa....
19.
3tarch, ciluloso, aLd c:ne 'uar ar
foods
that ar3
The most sb1.indant
in protoplai.
20.
The
17.
ol3ort
19.
rìost aburulant compound in nroto)la.
21. Th:
urfac of a orkRntsm is usually
ïith vrhat type of tistuo?
22. The mont inrnortant uhstanco in the
nucLus
20.
cov1
oxidation of
food in
2;. QsViO3js j5 ltrrely
thi coil?
23.
1
th
controll3d
V__________________
lo.
Cl'i-I as...
Th
U..
to
The :srameci
protects itself by means of
its . i.
is. A property of
rotolatn .'hich 3nabl3 an
oraniam to respond to stiiiu1i...
L:;.
h-n the rore aold modiva of a colloid i
th3 crntinuous phase it is callod a...
17. Th
lowzat animals aro kno'n
r.
lc.
ara- 12.
l-ç.
13.
9.
________________________________
21. _____________
22.
_________________
_____________________
coli is oqilod.. 2.______________________________
by what part
oom:on nitroconous metabolic iasto is...
of 24.
23.
BIOLOGICAL SCIEJCE SURVEY
ìte___________________-________
1.
2.
3.
7.
19
To what group of organi3ms do booteria seem to be most i ________________________
hearly related?
What type of nutrition do iron and sulphur bacteria
have?
What fungus resembles animals during a portion of its
life cycle
4. The condition of two organisms of different species
living together for r!rntual benefit is known as....
5.
Iho is ccnidered as having been the father of
6.
No,
bacteriology?
The s:zual cycle of the inalarial parosite occurs
where?
The paramecium belongs to what class of protozoa?
Organisis that live on dead organic r&erial
are krown as......
9. The chalk deposits in the cliffs of nover were
formed by the tests of what protozoan?
lo. Wrat protozoan is often Tresent in the human mouth?
6.
2
_______________________
3
________________________
_________________________
5
6
7
8
9
10
A member of what class of protozoa digests wood for
the termite?
12. What plant-like protozoan forms a spercal colony
and demonstrates intercellular division cf labor?
13. In what form are carbohydrates stored in the fungi?
12
14. 1rq9
14
11.
alga does }1ac mold resemble 4.n ts life
cycle?
]r;,
Bacteria that need free oxygen in order to Live
are known a...,...
16. The decomposition of proteins by bacteris is called
____________________
11
13
15
16
A substance containing antibodies injected into the 17&
body to prevent disease is known as a....
18. Immunity aqqMred by having a disease is called..... 18
17.
19. Bacteria or protozoa that cause disease are said
to be.....,
19
Certain agents of sub-microscopic size that cause
20
disease are the,...,
21. A substance injected Into or applied to the body
21 ________________________
that causes the body to build antibodies is callel.,.
22. Who was the frst man to knowingly apply the
22
principles of vaccination?
23. Inherent immunity is considered as .....
23
a)
.
24.
The time required for the symptons of a disease to
24
appear after infection is known as the period of....
25. White corpuscles that have the jower to kill and
25
devour bacteris are died...,..
26. Yeast secretes an çp.ymc known as.....
26
enzyme
BIOLOGICAL SCIECE SURVEY
ÌTarne
_______________________
In addition to hydrogen and oxygen, an important
element in carbohydrates is (1). The source of'
this element is the (2) where it exists in coribination with oxygen in the form of a (3), 1morn
as (4)
The first step iwo1vod in its incorporation into livinG matter is the proce3s of (5)
which occurs only in (6). In thi3 process it is
united vrith (7) to foxi (8). After this corapound is forned it nay be used in iaking more coinplex carbohydrates for storage such as (0). The
substance designated as (4) tiay be first released
in the process of (io) carried on by (6 ). Those
orCanisms may be eaten by (ii), which by the same
process release it into the (2). Decomposition of
orranic matter ny (12) may also roleace the substance (4). Another nethod whereby it is reiersed
is in the process of (13) of (14) cornpounds. The
.
entire foregoing process is the (15).
16.
A
serum
cotains ':hat
substance?
17.
Inunitv attained
18. Sulphur and iron
by........
by
kind of anti-disease
the injection of a seruri.
bacteria secure their energy
20
Lecture Seat No. ________
air
_____
aeroie
anaerobic
_____ anir'.als
______ antitoxin
______ attenuated
a'i':onia
bacteria
_____ active innunity
______
acquited inunity
bacteria
bacteriophaes
carbon
carbon dioxide
carbohydrates
_____
carbon cycle
_____ chornosynthesis
conensalisrn
_____
fission
______ gas
______ groen
plints
_____ glucose
_____ infection
Jenner
______ Koch
lysi:s
father of bacterioloica1 technique? _____
_____ Lister
______ nitrogen
20, hat are the cocci bacteria that form chains?
nitrogen cycle
______ opsonins
21. Hor do bacteria reproduce?
_____ oxidation
______ paras itos
22. Organisms that live on dead organic riaterial
_____ pathogenie
19. '[ho was the
23.
24.
called..,,.
tofether for mutual benefit
it is called.....
The theory that life does not arise from preexisting life.
are
hen organisms live
that cause disease are said to be,..
26. Cells of the hoy that ingest bcteria arc...
25. Bacteria
27. Substances or organisms smaller than bcteria
that î1ay cause disease in plants and anirials.
28, .ho first made use of the principle of vaccinr.tion?
29, The ability of bacteria to invado the body and
produce disease is btowt as....
30. Substances in the body that kill and dissolve
bcteria.
_____ phagocytes
Pasteur
_____ passive inrnrnity
_____ photosynthesis
red corpuscles
_____ respiration
starch
_____ staphlococci
______
streptoocc i
spores
_____ saprophytes
_____ sb1osis
_____ spontaneous generation
_____ toxins
vital'ism
viruses
virulence
'tntor
BIOLOGICL SCIENCE
Fven
No. ______
Naine_____________________________
1. Immunity presunt from th timo of
3.
4.
p
crnsirA
is
6
'oos reast rer#rc4uco?
How
8,
is......
substanc6 app1itvì to th... bo'1y to stimulate the
pro'luction of antibodies is a......
worin çj micro-orgnnisms is callùd e......
5. "ho
e
birth
kill brìcturia,.,...
!. substances in the boiy that
as th
"fathur
Of
tht princi-
r1istsopro1ucing rr:jnisms or substangs
inst
disease germs?
lo. Increase in the number of hit.. ccrpuc1s due
to the prisonc of disur.so grms ja
11. 111hr.t stage of the ma1ari. nrotozon is
trannferre'3. from th mosriuito to man?
1
The situation of flng1tus living in thu in-
1..
14.
as......
trtL4 with an
t;stino ('f th':
tOtinitC is kno'n
accuirorl
Immunity
by being
anti-toxin is
sid
b......
to
mass of fungal filcmtmts io cc.11erl
1.5. The parinucium h..s a mithori
riuction known
16. Thrt
bactrii
as......
19.
How many
r,ucloì in
hat kiwi of
ri.....
of nxua1 rro-
paramecium?
b.......
25. In wh'.t
spores
5
crt.ìn
pro'uce'ì?
____________________________
7
_____________________________
O
____________________________
9 ____________________________
10 ____________________________
11 ____________________________
12 _____________________________
lb
kind of
bct Pris is
___________________________
14
__________________________
is
___________________________
________________________
19 ___________________________
hn
ml' froauontly attrtcks îich?
stnictur of black m id, ar
That kind of
____________________________
18 _____________________________
th virulence of a 'LLser..se ?eVIr has
woakriÁ, it is saiA to
2L. Pospiration in thu a1s.incu cf oxygun, such
15 takUS plrcL in ye.13t is caU......
22
hat substances in the bo'ìy hclp thu -vhito
corpuscles to ingest bactr1a?
23. Toxic poisoning from eating c.nnt.d v-rtablos
a
3
17
organism cn.uses infantile
when
conttining
_________________________
____________________________
oil co1or?
paralysis?
20.
2
aru sph±ica11y shrpe'?
17. Th-t protozoa mo useful in
18.
_________________________
4
1xtcturio1or?
s're ultra-microscopic?
9. That is tho fist line of bodily dofonsû
.
1
6 _____________________________
'ho we.s th;i first man to rliscovor
pL) of vaccination?
1'hn.t
21
20 ____________________________
_____________________________
_______________________________
2?
____________________________
___________________________
25
___________________________
BIOLCGICAL SCIENCE SUR EY
Narie
Seat No. ______
______________
U3e
each
nuber as
any
tines as
fit.
you see
funus-1ike organism reseb1es anira1$ at
certain stages )f its life history?
2, By vrhat tructire does black r.Lold attach
it3olf to the subtratur.?
3. hat sppres of the '.îheat rust are produced
1. lThat
Asco ycetes
______ ascus
_____ aeciospores
______ Basiòiorivcetes
_____ barberry bush
the iheat plant?
'that croup of Íuni do rntshroo-.s belng?
(Chock onl:T the scientific nauc,).
5. Yeast bolonjs to what croup of fuigi? (Check
9YL1Y the scientific nane.)
b. ITho Aseoyctes, what is the 'nane of the
structure in thich the spores nrc produced?
7. V'rnt ornic. is the alGal corpcnent of the
lichen?
8. In order to ercdicate white pine blister tut,
_____ bilateral syretry
black .o1d
To
______ basidiun
_____ onidocil
cnidohlast
______ Ctenophora
ho
rithin
a
cell
16. '.'hat kind of
the.
kno.rn as
syretry
'
egs
it Ls said
e'll* the.....
the sare indi-idual,
and sperns on
to ho....
18. In tho cup fungi, tht layer of spore-bearing
structuro is
19, hcit rld corronly atta
20.
J5$
of
ì-s
u!al uilarcnts
fish?
iz
Icno'in as
the,....
TThat
kind of
....
direstion occurs ;ithin the gastro-
vacular cavity of the Hydra?
23. The spcn:es helon to rhat phylun?
24. In order 'or sexual reproduction to occur in
1)lECk iOl(1,
25, In the
)C
lfl
there rust
brackt
the,...,
fuflgUse
be....
nost of the fungus
26. ''hctt sporos of white utne
on the ptne tree?
blister tust
______ green alga
gill
l'ungi
glycoen
hotcroeci.o'.s
heterooneous
_____ hornaphroditic
_____ hpha
hy.:eniun
______
intracellular
_____ iesodern
______ nesogica
odusa
______ :yecliun
pore iuni
______ poiyp
Porifera
______ pycniospores
_____ plus and rilnus
______
______
21. In the rushroot, r.vich of the fungus occurs in
22.
extracellular
______ ne3.mtocyst
_____ Phycor.ycetes
. . . .
does tho Hydra have?
17. Becausc the Hydra produces
Coelenterata
coral funi
dioccious
______
7hFt plat should he destro:red?
9. what speeii1 dnd of crrhohydrte is synthesizcd
by the fungi?
lo. That ar
the different kinds o' i3asidiorìycctes
as listed by their co;r.oxi names?
11. Because ;rhe.'.t rust requiros trc hosts in order
to co;plte its life cycle, it i said to be....
12, ocause Ohelia has tiro individuals in its
yc1o, it exhibits a condition knovrn as
13. hat sta;e in the life cycie of the (.)belia
produces the ganotes?
14, Thc t''(O ''ralls of the Hydra are separated by
a layer of jelly called the.....
15. The throad cu)sulc cf the Thrdra is contained
.....
ations
alternation of ener-
Ort
4.
pp
ay
radial syriietry
rhizoids
red alga
f.ingi
sporangia
______
-
sa
sell
______ slime old
_____ &tolons
______ tliosporcs
_____
tooth fuflgi
tree
_____ uredospores
'rater nold
current
'Vtil1
occur
strains
BIOLOGIC.L SCIEN'E STIRIEY
FI'AL L.Li
tors.
Fil]. in the blnks 'rith 'the appropriate
i. List
the pour types of tissues.
2. That nrotozoa emanate
3. That kind of
i
licht?
iiunity is
rìth anti-toxin?
4. The capacity of an
2
acoulted
ani.l to
forr
5. The Hydra nay reproduce asexually
6. What group of
plants
23.
inoculation
by
lost
is....
parts
by.....
4
5
the.r roots
have nodules on
3
(3
that contain bactoria iìportant in the nitro;en
cyc&o?
parts to have Che saiue
7
7. The tendency of regenerated
axial position as the original anial is called.....
8. Particles within the cell, but thct are not an integraiP__________________________
part of the cyloplasm aie ìzno.' as.....
9. Because the Planaria has one more er:.. layer than
9
lo,
the Hyra, it is said to be.....
Into what adult forn does the zycte of Obolia
10
develop?
11. Planaria has vrhat ki.nd of syiiuetry?
12.
hat
11
teru is a:'plted to the stao of the anral
holo;
sphere?
eLcbryo resoblin a
13. The skeleton of the coLirnoial spoi\e
of what substance?
14.
15.
16.
is coposod
All anials co posed of more than one
spoken of collcti--ely cts the.....
hL.t worn iay be contracted by
une ooked pork? (Threadiorra).
'hat is
a comuon
ian
by
cell
are
eating
nitrogenous waste of etaboiisii?
17. List the three basic
activities
of
oranisrs?
18. The eleaents oxyen, carboL, hyclro:,e11, and nitro fifl.
make up about what :percontto of protop1a?
19. À spoeis of oranisin that has t'.ro distinct soxos
is
5L1(l
tO
be.....
20. 1"hat kind of
circular islnds aro ror1.fi
by
coral?
12
13
14
15
16
17
18
19
20
BIOLOGICJL SCIE1TCE SUR"EY
24
In the co1uin to tho loft is
list of organisms that 110 hvo
studied, are cited in your textbook, hayo been observed in laboraty,
or hvo boon given in lecture. Place the numiher of the orcanism
before the croup to which it h;1ons. Place as many different numbers
as necessary in each blank.
1.
2,
Spiroyra
Oscillatoria
3. Vaucheria
4. Fucus (rookwood)
5. Protocoocus
G. Ncstoc
7. Paramecium
8. Ai;ooba
9. ialaria parasite
lo. Trypanosoucs
li.
12.
13.
l'i:.
15.
13,
17.
18.
19.
20.
21.
22.
2.
Basidior.tycetcs
Blue croon
flrovjn
alae
algae
(jliatos
Ycast
Rhizopus niricans
Cup fungus
Coolentorata
Slime molds
iiushroomz
Groon algae
whuat
Hydra
Noatholminthes
Saprolonia
rust
Planaria
Flagellates
PlatyheL-ainthos
Sea anemone
CQrals
Phycorriyootos
Spones
Porifera
Tpovïorms
Hookiorm
Sarcodina
LIver flukes
Triohinolla
Groen molds
Ascaris
32. Rotifers
33. Vorticolla
Bacteriophages
35, Forarinifera
3.
Bacteria
Eulorn
Streptococcus
2's. Obclia
25.
26.
27.
28,
29,
30.
31.
Ascomycetos
Sporozoa
TrocheLìnthos
Tiruses
Biclogical 3cience survey
True and ia1ee,
Incircie the aopreprite letter.
:'
is that plante have no
The chief djfference3 between plants and anima1
locomotion.
The atmosphere consists of about .O per cent of nitrogen.
?
The cell 'vail is the chief control of osmo3ie.
F
T
-
T
Sleeping sicknes is caused by
T
T
T
'
a
trypanosome.
Planaria is the lowot organism that is diploblastic.
The lo;s of metabolic
wetos from
the body is called egestion.
T
F
Teriuitee are able to digest the cellulose of
T
F
uglena is a protozoan that has chlorophyll.
T
F
nergy is obtained by orgnisrne through digestion.
T
T'
Planaria is the lovrest animal costructed on theorgan-s\rotem basis.
F
The parameciu
T
F
The hollo" sphere
T
i'
The bro'n algae are largelymarine plants.
T
F
The
T
F
Certdn knds
T
F
The club root of cabbage is caused by a slime mold.
T
F
The Coelenterta are characterized by radiai. symmetry.
T
F
T
F
The alternate host of the liver fluke
T
F
Tuberculosis is caused by a filterable virus.
T
F
The amoeba can move faster than the parameciun.
T
.
protects itself by means of its nematocysts.
tae
in ani'al development is called the blastula.
orophore is the e-ìible nortion of the mushroom.
of cheeses aro flavored iith bread mold.
iookworm is a member of the Platyhelminthes.
.:alria is
T
iood.
trenitted
is a fresh water snail.
to man by the tsetse fly.
T
F
The sexual cycle of the malarial parasite occurs in man.
T
F
The sac fungi are characterized by a structure known as an ascus.
T
F
Pasteur
T
F'
Active immunity may be acquired only by having a disease.
'vas
the first man to
ee bacteria.
EIOLOC;IO.J SCIEITCE SURVEY
Use each nuiibor
c.ny
tìrnos
s you
t'it,
soc
or placo as mmy ntìhcr
26
in oach blan):s as neoossary.
1. 'That
charactoristic
rospond to stimuli?
onry
2. Stored up
3. The method
o
is
of protoplasm causos.
knovrn as
growth of
it
to
....
protoplsn is
as...
krìovm
accretion
cnthoridium
carbon dioxide
coli inclusins
coli theory
CO
nt r o s oro
4. Black mold shows similarities to what alL,a?
chromoplasts
in ihich the particles are of molocuL'.r
5.
size, and. ho.ìoonoously disporsod is a....
hat structure r.f tlte oeil cor.trols its rtetc.bo6.
ciliates
¿
mcdiw.
lisn?
prt
bins
as a sin10 celi is a
7. That all 11Cc
rf what bioloicr'.1 principio?
S. During tho procesn of cell division the chroriatin of the nucisus is oranizod into cios
imown as the.....
9. what structure doos the anial cell hvo that
is absnt
lo.
11.
plant ccli?
¿. coheir]. in which liquid is the oorinuous,
and a ioild tho disôontinuous phase....
The responso of .n organism to liCht IS....
n tho
chromosomes
colloid
disacoharido
oestion
oxcrtion
fish
f1a(c11atcs
o1
hcterocyts
hetcroCa1us
hotorthr11i
hwion blood
intussusception
irritíoi1ity
i
12.
A
group 01
coils similar in structure and
haring the saiic structure.....
13. That kind of a carbohydrato is cano sugar?
14.
TThat
is
mon('saccharidc
mosquitr's stomach
nitrogen
the nost abundant clement in
protcp lasm?
15. Tht is the :ost abundant compound in protoplasm?
13. The o1mination of netabolie wastos
s ogamous
kinetic
ritcchondria
is called
nucleus
oo;onium
organ
Oscillatoria
oxy&;on
hat structure of the Aiiocba and ara;ociurn
is co.cornod with water equilibrium?
18. The organisa th2t c.usos Mrican slueping
siclznoss bclons to what group of protozoa?
17.
pafthcnogensis
phototropism
potential
Protococcus
psoudopodia
spoia ccli thtt scris as a
pu1satin vacuola
ne'.ns for broaking up tho filament, known as....
_____'rythnicity
9ccauso bh
aotoc of Siroyra arc similar,
19. Nostoc has a
20.
the plant is said to
21. In Ocdogonium the og
bc.....
is cotaincd in tho....
snail
sol
1,5
22. ..otilo spores of the algae aro
called.....
23. Sexual reproduction of Pksaodium vivax talcos
placo whoro?
24. 'That ar0 the alternato hosts oí the Chinese
liver fluke?
25. 'fhen an aninal dovelops fron an unfertilizod
02g, it is 1mwn as......
SUO
truc solution
the rinotropisi!
Vauchoria
vitalism
wator
zoosporos
zy,osporcs
Reprinted from THE AMERICAN BIoLOGY TduER, February, 1950, Vol. 12, No. 2,
pages 34-38.
Comparative Studies of Students in First
Term College Biology
RICHARD F. THAW
Corvallis High School, Corvallis, Oregon
The colleges formerly distinguished between students who had had high school
biology and students who had not in
terms of the collegiate courses to which
the respective groups were assigned.
Those who had had a year of high school
biology were assigned to the second quarter or semester of the related college
elementary course while the others were
assigned to the first quarter or semester.
Later, and in terms of current general
practice, no distinction is being made
between the students in these two groups
in that all of them are placed in the same
beginning courses in biology. The colleges believe in terms of their practices
that the high schools as a group, are not
effective enough in their preparation of
pupils in biology to warrant giviug credit
for courses in high school biology.
From the high school point of view, it
appears desirable to teach the sciences
in high school because of the relatively
small percentages of high school pupils
who go to college. The majority of high
school pupils receive the only formal
training in the sciences which most of
them will ever receive. From the college
point of view, if the high school courses
have resulted in real training in the sci-
ences, the students should not be required
to repeat work which they have already
mastered and waste time which they
might spend more profitably in more advanced study. For colleges to continue
to give no credit for high school achievement in the sciences seems to be an indictment of the quality of the training
given in these fields.
Prior studies of the classroom achievements of students in elementary biology
courses in college show that there are
no differences or at most slight differences in achievement in college biology
favoring those who had high school biology. .
In his attempt to find that high school
biology lias or does not have a significant
value in biology at the college level, the
writer has undertaken this brief study of
the comparative achievements of two
groups in college biology. The study
measures the differences in performance
of a group of students who had high
school biology and a group of students
who had no formal training in biology before entering college. A further comparison has been made between the performances of the men and women as an
2
indication that the ancient superstition
that women have less scientific aptitude
than men is or is not true and that the
more modern superstition that women
are the better students, is or is not
correct.
For the purposes of this paper the
group which had high school biology will
be designated as "Hads" and the group
which had no high school biology as
"Had Nots." An elementary statistical
treatment of the scores of these four
groups in each of the five non-standardized objective college classroom tests
in biology was used. The basic criterion
for judgment was the usual formula
for the differences between means from
these classroom tests. In addition, the
scores from the American Council on
Education Psychological Examination
for College Freshmen were collected in
order that any marked differences in the
mean scores of any of the four groups
on this examination might be noted.
Necessarily there were limitations to the
study. The group completing this one
quarter course was composed of 165
students who either had or had not had
high school biology. Of these, five did
not state that they had or had not had
high school biology and could not be included in this comparison. The study
comparing the men and women included
the 165 students. The number of women
included in the study was 113. The number of men varied from 58 on the first
test to 52 on the fourth and fifth tests
as the scholastically poorest of the men
withdrew from the course. The effect of
tutoring between the first and second
classrornn tests influenced the comparisoa
between the "Hads" and the "Had
Nots ' ' for the reason that, of the thirtythree students who were tutored, twentyfour were "Had Nots" and nine were
"Hads." The tutoring consisted of a
two hour session, given by a graduate
student, on material to be covered in the
second test.
The tests were drawn up by the
teacher of the course and were composed
of selections from among thousands of
similar objective test items in a proportion believed by the instructor to parallel the emphasis given the various subtopics in the text, the lectures, and the
laboratory. The test items were predominantly of the matching form. The
remainder were of the simple (one word)
corn pletion form.
The following tabulation shows the resuits of the "Hads" and the "Had Nots"
in this biology class:
In the study comparing the differences
in the achievement of the "Hads" and
the "Had Nots," the "Hads" showed
what would appear to be significant superiority on four of these five tests according to a statistical table of chances of
a true difference greater than zero, given
the actual difference. The "Had Nots"
scored higher on the second test.
TABLE I
COMPARISONS OP OBJECTIVE
Test
No.
i
No. 2
No. 3
No. 4
No. 5
Tnsrs
REse [.TS BETWEEN THE
Group and
No. of
Students
Possible
Pointh
on Pest
Points
Had 118
Had Not 48
50
Mean
"HADs"
Duff.
Had
Ha'!
Had
Had
Had
Had
between
PE
ChSIICOS
M's
Duff,
in 100
36.8
36.4
7.3
0.4
0.3
64
Had
125
85.1
11.9
2.8
1.3
92
Had Not
12.6
8.3
10.4
7.2
4.2
13.7
14.0
1.8
1.0
86
Had
75
50
82.2
51.3
49.5
38.3
37.3
166.8
163.2
0.9
1.0
Sfl
Had
3.5
1.5
93
Had
115
Not 48
113
Not 47
113
Not 47
"ITADNOTS"
SD
Made
200
Group
Favored
6.4
Ha<! 117
Had Not
AND THE
3
In the second part of the study the
differences in scores on these five tests
between the men and the women taking
these tests showed the women to be the
superior group in four of the five tests.
The men did better than did the women
on the fourth test. The table that follows summarizes the comparative data
between these men and women.
ACIUEVEMENT DIrFERENCES ON
Group and
No. of
Students
Test
N.
I
No. 2
No.
3
No. 4
No. 5
Women
Men
\Voinen
Men
Women
Men
Women
Men
Women
Men
113
58
113
57
113
55
113
52
113
52
Possible
Points
on Test
50
125
75
50
200
hundred that these differences are real
differences, it is believed that several
factors tend to reduce the seeming significance of these differences. First, the
numbers of test items in all of the dassroom tests except the final examination
were small, thus making the influence
of chance in their answering larger than
it would have been in examinations con-
TABLE II
CIssRooM BIoLoGY
Mean
Points
Duff.
SD
Made
37.3
35.1
85.8
80.4
51.6
49.7
37.5
38.1
166.0
165.4
Assuming the scores on the American
Council on Education Psychological Examination to be in large part measures
of ability to do college work, it was found
that the "Hads" were the superior
group. The mean score on this examination for the "liads" was 94.3; that for
the "lIad Nots" was 88.9. The mean
score for the men in this group was 94.4;
the nican score for the women was 92.2.
The difference between the mean scores
011 this examination between the "Hads"
and the ' ' Had Nots ' ' is probably of some
significance even though it is small. A
reasonable conclusion would be that, to
a limited extent, the more able students
enroll in high school science courses.
The difference between the mean scores
of the men and the women is of very
little or no significance.
While the differences between the
scores of the "}Iads" and the "Had
Nots" in terms of tlw chances in one
TESTS BETWEEN MEN AND WOMEN
5.7
6.0
15.0
12.5
7.4
11.3
4.1
7.2
14.2
8.4
PE
between Duff.
M's
Cha ¡lees
in 100
Group
Favored
2.1
2.2
99
Women
5.4
2.5
99
Women
1.9
1.1
87
Women
0.6
0.5
?3
Mefl
0.6
0.3
64
Women
taming larger number of test items.
Second, the number of men in the class
was small, increasing the factor of chance
in the selection of these men as a representative group. Third, the poorest men
in this class scholastically, withdrew
from the class during the quarter, in
this way narrowing the range of ability
and interest in biology within time group
of men in this class. Fourth, the scholastic ability of the "Hads" was slightly
higher than that of the "Had Nots" as
shown on the American Council on
Education Psychological Examination.
Fifth, it would appear to be a reasonable
assumption that the ' ' Hads ' ' had greater
interest in biology than the "Had Nots"
by reason of their having chosen to enroll in this course in high school and to
enroll in it again in college. Some few
of the "I-lad Nots" might have attended
high schools so small that there were no
courses in biology offered. Some of the
"Hads" might have beeii required to
4
enroll in biology in high school by reason
of the nature of the curriculum offered.
As a whole, however, the high schools of
Oregon permit enough choices of classes
by the pupils to make the numbers of
members of this college course in biology
so affected very limited, if they were affected at all. This interest in biology as
a subject for study would, in all probability, affect the quality of the work
done apart from the study of this subject
ill high school. And of course the number of students in the survey was small.
A review of the literature regarding
the carry-over value of high school biology into college achievement is not conelusive. There is a conflict regarding its
value and conflicting evidence from various research projects. In the opinion of
the writer the carry-over value of high
school biology to college is small if it is
real. In a study comparing the differences in the achievements between the
"Hads" and "Had Nots," the "Hads"
showed slight superiority in four of the
five classroom tests, from sixty-four to
ninety-three chances in 100. As previously noted, the second test gave the
"Had Nots" an apparent advantage
'yhich was evidently due to tutoring a
relatively large number of "Had Nota."
On the one hand, very few of the "Had
Nota" had any science subjects in high
school and, hence, had no acquaintance
with science terminology, no training in
the special ways of studying biology,
no practice in the drawing and labeling
of parts, no practice in assembling biological data under various headings, and
no definite experience in keeping systematic notes. These are fundamental in the
study of the sciences and should be
definite values in the carry-over. This
prior training, and the fact that recall or
relearning of material once learned is
easier than the initial learning plus some
knowledge of how to study biology are
the factors favoring the higher college
achievement of the ' ' Hads. ' ' On the
other hand, alert and interested students
can gain the relatively small amounts
of these skills required in an elementary
course in college biology rapidly during
such a course. The quality of the instruction in the high school class would,
without much doubt, be a noteworthy
factor-if it could be measured-in any
carry-over to college courses in biology
which there might be.
The literature shows that women are
superinr to the men in linguistic or
glossary work. The results of comparing
the college classroom biology achievements of the men and women in the five
tests showed a superiority of the women
in four of the five tests but that, as the
course progressed, the chances in favor
of the women decreased. Since this
course in general biology and the exarninations thereon emphasize the acquiring of a considerable amount of terminology, this slight superiority of the
women is in keeping with the greater
linguistic interest and achievement of
women as a group and their generally
greater industry as students.
It is the conclusion of this writer that
the influence of high school training in
biology has, in general, little carry-over
value in college courses in biology and
that any superiority which men students
may have in the study of the sciences is
exceeded by the greater industry and
verbal interests of the women students.
To a limited extent, the more able high
school pupils enroll in high school science courses, among which are the courses
in biology. To a probably gieater extent,
the pupils more interested in biology enroll in biology courses in high school and,
later, in college. It would appear, therefore, that the general practice of colleges
and universities of placing all beginning
students in biology, regardless of their
having had or not having had high school
biology courses, is justified.