Plastination (PL), which produces specimens of the human body, is a new technique developed by Dr. G. Hagens (University of Heidelberg, Germany) to preserve tissues in a lifelike state. As much controversy has resulted since the use of such specimens began in Japanese medical education, the authors described the pros and cons regarding their effectiveness from the following points of view: 1) whether the specimen is easy or difficult to use; 2) whether it is lifelike or not; 3) whether it has an unpleasant look or not. The authors, then, examined the possibility of using this PL technique to make specimens of creatures other than man. The authors also discussed applications of the PL technique, the use of such specimens in biological education and the problems this might cause from the following standpoints: 1) ease of use of the specimens; 2) the possibility of using specimens to show living things; 3) the unpleasant looks of the specimens; 4) the range of other possible creatures for which this technique can be used.

The entire process of fertilization of a fern, Struthiopteris niponica (Kunze) Nakai, was examined as school subject matter. The process was analyzed by light microscopy with a video system. Using the video-recorded pictures, we could observe the details of (1) the discharge of spermatozoids from antheridia, (2) opening of the archegonial neck, (3) the entrance of spermatozoids into the archegonial canal, and (4) the penetration of spermatozoid into the egg cell. Free-swimming spermatozoids stayed in the cavity above the egg cell for 2 minutes, then one of them penetrated the egg cell within 2 seconds.We developed a video program as teaching material entitled “The Life Cycle of Pteridophytes” using our video-recorded results. This is an 8-minute video program showing the various stages of the life cycle in S. niponica. The video program was tried out in high school biology classes to assess its effectiveness in teaching the life cycle of Pteridophytes. The results were (1) the video program gave the students some impressions which they explained as “freshness” of idea and the “unexpectedness” of eventualities taking place in nature, (2) the students were able to obtain some important information about different aspects of fertilization, and (3) scenes of the spermatozoids swimming and the process of prothallial development made a great impact on the students.

Proteins, one of the three major nutrients, are gradually digested into short polypeptide chains and finally resolved into amino acids in the process of digestion. To allow students to understand this phenomenon, a laboratory experiment on digestion of protein using SDS-polyacrylamide gel electrophoresis (SDS-PAGE) was carried out. The white and the yolk of a raw egg and milk were separately examined if they were suitable as experimental materials. The egg white containing ovalbumin (MW about 45,000) as a major protein appeared most suitable for experimental material. Then, a solution of pepsin, one of the proteolytic enzymes, was mixed with the egg white solution containing hydrochloric acid. As the result, it was clearly observed on the electrophorogram how ovalbumin was gradually hydrolyzed into short polypeptide chains with the passing of time. When mixed with trypsin, another proteolytic enzyme, no degradation of ovalbumin was observed at all. When the trypsin was mixed with milk, both the decrease in casein (MW about 20, 000～30, 000) contained in milk and the increase in short polypeptide chains were clearly observed on the electrophorogram. From these results, it seems to be possible to allow the students to understand how proteins are digested on the molecular level through simple procedures by using SDS-PAGE. This experiment can also show some characteristics of enzyme action: for example, optimum pH of an enzyme reaction, at which the enzyme can act best. So the experiment seems to be useful for inquiry and problem-solving activities.

The author described his experience in marine biology course at the Mukaijima Marine Laboratory, which was attached to the Faculty of Science, Hiroshima Univer­ sity, for 5 days, July 15-20, 1958. The author was deeply impressed by the observation of planktons by a microscope, one of the major activities in the course. In the activity, the author observed and sketched many phytoplanktons and zooplanktons. In the present paper, some of the author's sketches of planktons are shown. The author also discuss the necessity of such hands-on activity as the observation of planktons in a marine biology course.

The six States and two Territories that make up the Commonwealth of Australia have their own education systems with separate curricula and policies. The authors discuss the schooling systems in Australia and provide details on the system operating in Victoria as a case study. Generally there are 11 years of compulsory schooling in Australia, divided between primary and secondary schools belonging to both the public and private systems. This is usually followed by two years post-compulsory schooling in which students complete a program which qualifies them for tertiary education entrance. The authors describe the attempts made by the Australian Education Council (AEC), which comprises the education ministers from the six States, two Territories and the Commonwealth governments, from 1986 to establish a national curriculum, beginning with the “Common and Agreed National Goals for Schooling in Australia” in 1989 followed by the production of a set of Statements and Profiles for eight key learning areas to guide the development of nationally based curriculum for all years of schooling in 1993. The Statements and Profiles have been adapted to different extents by the States and Territories.

In Victoria, a set of Curriculum and Standards Framework (CSF)s have been developed for the eight learning areas. The CSFs cover the compulsory years of schooling (“Prep”-Year 10). Each CSF is divided into strands and sub-strands which in turn, may have inquiry activities or phases running in parallel. The curriculum for the post-compulsory school years (Year 11-12) is covered in the requirements for the Victorian Certificate of Education (VCE). A number of subjects are prepared for VCE and for each of them a curriculum guide, or Study Design, has been developed. The VCE is used by employers and universities as a guide to student achievement.