The purpose of this study is to examine the optimum reaction condition for obtaining the precise kinetics data through a simple procedure. The author compared the catalytic activities of various kinds of ion catalysts, i.e, MoO42-, WO42-, Cr2O72-and Fe3+, with each other. With these catalysts, except Cr2O72-，the reaction rate is proportional to the concentration of hydrogen peroxide 〔H2O2〕with1st order. By Cr2O72-catalyst, the reaction rate is in the -1st order. The activities of MoO42-and WO42- are lower than those of others. Four kinds of Fe3+ catalysts (Fe3+NS, Fe3+S, Fe3+N,and Fe3+ C1) prepared from the different kinds of mother salts, respectively, i. e. ferric nitrate, ferric, chloride, ferric sulfate ammonium and ferric sulfate, were used. The order of the catalytic activity height is Fe3+N (21.3) > Fe3+ C1 (17.4) > Fe3+NS(15.2) > Fe3+S（18.5). The figures in parentheses show the activation energy value by Kcal/mole。With Fe3+NS and Fe3+S catalyst, the reaction rate is, in the comparatively wide range of〔H2O2〕／〔Fe3+〕ratio, expressed as follows : With Fe3+N and Fe3+ C1 catalyst, the reaction rate is in the 1st order with respect to 〔H2O2〕but the rate equation is more complicated. The measurement of initial rate of reaction is considered to be favorable when it is required to obtain the precise kinetics data. In this experiment the author perfomed the reaction under the following conditions so as to easily observe the initial rate of reaction. Reaction temperature was 5~25℃.concentration of hydrogen peroxide was 0.49~0. 51 mole/1, and the amount of catalyst added into the reaction system was 0. 5~4×10-4mole. In the last part of this paper the author surveyed the main theories of the reaction mechanism of H2O2 - Fe3+ system already proposed.

The outline of the study above have reported in the Bulletin No.19. The contents of this report are as follows ; The author wrote the basal concepts of biology to be taught in high school in behavior al terms. The author tried to formulate a scheme of biology teaching, which consists of the behavioral objectives, pretests, work sheets, lectures and experiments, post tests and supplemental learning materials. The author practiced this scheme in 1976 and 1977. This report will be continued to the next No.3.

During the period from 1872 (the 5th year of Meiji) to the present, the collection in the Japanese science education has been the method of seience which has continued from the last years of the Meiji Era (1868‥‥‥1912) I would like to put together the history of the collection as follows : (l) The concept of the collection was to give the pupils object lessons and to have them appreciate nature. (2) the aim of the collection was to collect living things for using them immediately in class and to make specimens for subsequent materials and collecting itself. (3) On Sundays or during the summer vacation the pupils had to collect living things as many as possible for their assignment and it occasioned the pupils the competition of collecting too many rare ones. In the seicnce education, therefore, the collection lost its original significance and resulted in the ruin of nature. (4) The collection reached a peak between 1907 and 1914, around l935 and around 1955. The collection was encouraged in order to have the pupils study creatures, and appreciate the beauty of nature, hoping that it would be good for the health and be a sound hobby. Eventually the encouragement of the collection led to losing the balance of nature. (5) For a long time, the collection had chiefly been aiming at analyzing creatures and investigating the ones in the vicinity of the pupils, but afterwards it developed into the study of ecology. (6) At first the pupils were merely collecting living things. Before long, however, the pupils started to observe the environments and the lives of creatures and later they collected them and came to raise them。(7) Even though the idea that we should observe the living things in nature, the living things and nature, and the mutual relationship of the creatures had existed long since, it could hardly be adopted。Quite recentry, however, the iea has come to be adopted. The collect10n finally brought forth the idea that nature abounded in living things boundlessly, and they were the things of our own and we were allowed to collect them limitlessly. The desire to collect is the children's instinct and the gateway to curiocity, but we teachers should nurture the idea scientifically and let the pupils know the importance of the lives of creatures.