In order to investigate the concepts of the solution in the Kindergarten through college studets, the authors asked the subject students to answer the questionairs and collected them for analysis, and obtained the following results. (1) In the Method of distinction between water and salt water, the method of taste is notable. (2) In the above Method, the method to use the scientific operation increases sharply from the fifth graders. (3) In the above Method, the method to use the application of every day life experience appears much from the third graders. (4) In the above Method, the method to use the application of the scientific knowledge appears from junior high schools. (5) For the question on the difference of the density between the upper level and the lower level in salt water, correct answers increase sharply from the sixth graders. (6) In the method to dissolve sugar cubes fast, the method to stir is notable. (7) In the above Method, the method to heat increases sharply from the second graders. (8) Among sugar, wheat flour, powder milk, powder soap, wheat flour, powder milk as well as sugar, powder soap ere answered as things to be dissolved by many kindergarten and primay school students. (9) Some junior, senior high school and college students think that wheat flour and powder milk can be dissolved in water. (10) Some junior, senior high school, college students think that the lower level is thicker than the upper level in salt water. (11) In the method of distinction between water and salt water, application of the scientific operation and of the scientific knowledge increase gradually from junior, senior high school to college students. On the other hand, there are some non-sense answers among them like filtering, using the microscope, or using the litmus papers. (12) In the Method to dissolve sugar cubes, some non-sense answers like putting pressure, adding enzyme or catalizer or strong acid can be found among high school and college students.

The Japanese 5th grade pupils have lessons concerning "seed germination", in which they learn both stages where seeds sprout and sprouts appear upon the ground. They are familiar with the latter stage because they have had experiences to grow plants at previous grades, while they have never observed the former stage. In their previous experiences, they learned the latter stage by the phrase ":me ga deru " or " me o dasu " , which are expressed by Japanese characters. The word " hatsuga " meaning "germination" in English is the expression of "me ga deru " or "me o dasui" by a series of two Chinese characters. In the lessons concerned they encounter the word " hatsuga " for the first time in their learning experiences, and they are taught both stages mentioned above by the same word " hatsuga " . How their cognition of germination may be affected by the use of the word " hatsuga " ? This study aims at investigating not only their cognition of germination itself but also that of the word " hatsuga" by questionnaire methods and following results were obtained. (1) A half of the pupils before having lessons concerned did not know the word " hatsuga " even in their daily lives. (2) Almost all the pupils knowing the word " hatsuga " before having lessons concerned understood that it meant "plants sprouting" or "sprouts appearing". (3) The pupils after having lessons concerned recognized both the stages mentioned above as " hatsuga " . (4) They believed that they understood that " hatsuga " meant "plants sprouting" or "sprouts appearing", but in fact, they were thought to believe that " Hatsuga " was " some thing appearing from somewhere " and moreover, that something appearing was "me" meaning "sprouts" in word-for-word translation in English. This was proved by the fact that almost all of them called the root appearing from the seed " me " . These results made us propose that in teaching lessons concerning " seed germination" the word " hatsuga " should be turned into more concrete expressions like "A root appears from the seed." and "Sprouts appear upon the ground.", or only the stage in which sprouts appear upon the ground should be dealt with.

The author has developed an effective laboratory methods for observing developmental processes and somatic divisions and for making chromosome specimens using chicken embryo. These newly developed methods, he believes, enable students to understand complex life phenomena synthetically. "Human Biology" is very important for the student but it is difficult to make experimental materials from the human body. "Chicken Biology" can solve this difficulty and give us several superior methods which could not get from amphibian or other lower animals. Moreover the corpuscle used here can play a roll to combine physiological phenomena with a developmental process and a cell division. The methods described here are as follows; (1) Take off a small piece of eggshell and membrane just over the embryo of a chicken egg after two days from warming, and make a small window to observe the embryo. Covering the window with transparent cellophane tape, continue to warm the egg. In 48 hours after opening eggshell about 50% of the eggs were able to survive. Students can observe dramatic changes of the morphogenesis and differentiation of the embryo through the window. (2) For the observation of the somatic division, the corpuscle of the chicken embryo can be used instead of the root of plants used before. The bloods of the fourth day chicken embryo was smeared on the slide glass and stained with Feulgen's nuclear reaction and Giemsa. The ratio of corpuscle in division of the fourth day embryo was 3.4%. (3) A chromosome specimen can be made from the corpuscle of chicken embryo. Open a window on the eggshell of the fourth day embryo, add colchicine and continue to warm. In one hour after adding colchicine, take off the blood from the embryo and conduct a hypotonic and fixation. Put floating corpuscle on the little amount of fixation solution upon the slide glass and dry it in the flame. Staining it with Feulgen's nuclear reaction, it can be used for observation. This method does not require a cultivation nor skillful squash method. It takes about two hours for this experiment including a colchicine treatment.

The authors have designed the learning evaluation system in upper secondary school physics experiment using the micro-computer. The main reason for designing this system were to standardize the students' experimental reports style. As a result of using this system, the teachers could evaluate the students learning outcomes in a short time. The guidelines for this system are as follows: The students input their experimental reports only with the measurement value into the micro-computer, then the teachers output them and evaluate their performance in a standardized report style in a short time. This system could be used by any teachers in any time.

An artificial interspecific hybrid (3x) between Tradescantia paludosa (2x) and T. reflexa ( 4x) or T. virginiana (4x) was newly produced as one of the living materials in order to observe the meiosis under the concepts of the homologous chromosome and the genome. It was clarified that the artificial cross was easily successed by the custration method in the early morning. The meiotic configuration of the F1 showed six trivalents in PMCs. The produced hybrids (F1) was perennial and showed to be easy in the cultivation of them. Hence we may have no waste of the times and labors for the preser vation of the F1 strains. Owing to the above facts, it was considered that this triploid F1 hybrid was one of the useful living materials on purpose of a more advanced observation of the meiosis.