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All animals, from protozoans to primates, utilize energy in every
aspect of their lives. Metabolic processes transform energy within
the living cells. Individual animals obtain energy with their food
and use it in a variety of ways. Populations and communities pass
energy through their ecosystem. The growing interest in animal
energetics is therefore seen in three major areas of
zoology-biochemistry, physiology and ecology. We have tried to
describe the main features of almost all these aspects, with the
aim of arousing or feeding an interest in energetics in general as
well as supplying some information on particular parts of the
subject. The substantial list of references is intended to guide
the reader to larger or more specialized works. In covering such a
wide field in so small a compass we will have been guilty of
over-generalizations, but we find when teaching energetics, whether
physiological or ecological, that students easily lose sight of the
principles if all statements are hedged about with every relevant
condition and exception. We have drawn examples from a wide range
of animals, avoiding over-emphasis on mammals, but we have tended
to favour those groups with which we are more familiar. We are
grateful to many people for helpful discussions and in particular
to Kenneth Denbigh, Derek Miller and John Stirling for valuable
criticisms of parts of the manuscript. We are responsible for all
remaining errors, of course, and will welcome having them drawn to
our notice. A.E.B. M.J.L.
Although plant genes were first isolated only some twelve years ago
and transfer of foreign DNA into tobacco cells first demonstrated
some eight years ago, the application and extension of
biotechnology to agricultural problems has already led to the
field-testing of genetically modified crop plants. The promise of
tailor-made plants containing resistance to pests or diseases as
well as many other desirable characteristics has led to the almost
compulsory incorporation of molecular biology into the research
programs of chemical and seed companies as well as Governmental
agricultural agencies. With the routine transformation of rice and
the early evidence of transformation of maize the possibility of
the world's major cereal crops being modified for improved
nutritional value or resistance characteristics is now likely in
the next few years. The increasing number of cloned plant genes and
the increasing sophistication of our knowledge of the major
developmental and biochemi cal pathways in plants should eventually
allow us to engineer crop plants with higher yields and with less
detrimental impact on the environment than now occurs in our
current high input agricultural systems. This book draws together
many of the expanding areas of plant molecular biology and genetic
engineering that will make a substantial contribution to the
development of the more productive and efficient crop plants that
the world's farmers will be planting in the next decade."
This book will help primary school teachers of science gain the
skills and knowledge needed to both incorporate inquiry-based
instruction into their classrooms and to differentiate such
instruction to more effectively meet the needs of all students. The
author introduces differentiated inquiry and show teachers how to
develop and customize learning choices that best fit their
students' individual styles and comfort levels. Differentiated
inquiry is based on the belief that when students are provided with
choice in instructional options they are more engaged and committed
to completing the task at hand. This, in turn, increases student
motivation, interest in science, and a desire for students to
achieve at higher levels.
Douglas Llewellyn focuses on teaching science through an
inquiry-based process, showing teachers how to implement inquiry
using the three "Rs" of inquiry--restructuring, retooling, and
reculturing. Inquire Within helps teachers design inquiries for
their students and also provides ready-to-use inquiry lessons.
Updates to the Third Edition include: Alignment with the new Common
Core State Standards and the Next Generation Science Standards A
central focus on making and defending scientific arguments (i.e.
argumentation) Guidance on developing the prerequisite attitude and
mindset for becoming an inquiry- and argument-based teacher How to
balance the meaning (the disposition) as well as the mechanics (the
how-to) of inquiry and argumentation Background on self-directed
learning Practice in climbing the ladder of professional
improvement Many new vignettes of inquiry and argument-based
activities that integrate language arts with science. New sections
tie inquiry-based instruction to classroom management, language
literacy, the nature of science, multiple intelligence,
communication skills, and scientific argumentation. The Third
Edition is now closely aligned with "Teaching High School Science
Through Inquiry and Argumentation" ""
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Banpaia (Paperback)
D. J. Manly, A J Llewellyn
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R194
Discovery Miles 1 940
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Ships in 10 - 15 working days
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