It was demonstrated that amylase and protease in digestive juice (DJ) collected from the 5th larvae of the silkworm, Bombyx mori, are new promising educational materials in high school biology for deeper understanding of gene expression and enzyme function at the molecular level. The DJ showed to be markedly high alkaline, pH=11.4. Judging from frame reaction, relatively high content of K was present in the DJ as a major ionic element. Optimum reaction pH for amylase and protease was extremely high, indicating highly alkaline enzymes. Both enzyme activities weredifferent among three strains tested: higher activities were detected in 'Daizo' for amylase, and in 'Kinshu x Shouwa' and 'Koishimaru' for protease. Additional characterization of protease was examined as follows: (1) the optimum reaction temperature was over 35°C, (2) the enzyme titer in vivo was estimated to be in the range of 0.27 U ―0.54 U/20μL, (3) the enzyme activity was strongly blocked by AEBSF, a serine-protease inhibitor. Combining with present results and data-baseinformation on protease-encoding cDNA, a new definite teaching program was made up and used for a trial lesson, by which it is possible to lead better understanding of the whole process of protease synthesis and secretion in midgut cells, and protease function in digestive tube as well.

Orthoptera; Acheta domestica, Lepidoptera; Bombyx mori, Pieris rapae, Mythimnaseparata, Spodoptera litura were examined whether these insects were suitable as sci-entific teaching materials in the immunology field for high school students. Each insect was not just measured by its amount of hemolymph and hemocyte density, but also calculated the rate of adhered hemocytes to a slide and the rate of phagocytic hemocytes. Results of these data indicate that the use of lepidopteran is suitable for high school students in terms of both handiness and easiness of observation. Inkstick particles were used as foreign bodies in this experiment. Concentration of inkstick is the important point of this observation; it should be rubbed on an inkstone approximately 10 times and 0.05ml of inkstick should be injected into the body cavity of insects. In vivo and in vitro experiments were performed to examine whether each method leads to a different result or not. In vivo experiments were observed: ink particles were injected into the body cavity of insects. And in vitro experiments were also observed: drops of insect's hemolymph on the slide glass were mixed with ink particles. The two different methods showed almost the same results, which were easily observed within 50 minutes. These methods will allow easy observation for high school students. In addition, we propose two types of teaching materials in the observation of lepidopterous hemocytes phagocytosis for 50 minutes classes.

This study aims to examine how knowledge or understanding of biotechnology affects student's attitudes. The article reports the results from questionnaires given to students of an agricultural upper secondary school where plant biotechnology is a part of the curriculum. After the issuing of questionnaires before and after the plant biotechnology classes throughout one year, the following data was revealed: (1) Positive responses increased and negative ones decreased regarding genetically engineering lactic acid bacteria to improve quality of yogurt; (2) Negative responses decreased and neutral ones increased in terms of genetically engineering animals to produce medicines for human beings; (3) Positive responses decreased and neutral ones increased concerning regenerating human tissues or organs through tissue cultivation; (4) Positive responses decreased and neutral ones increased regarding the usefulness of biotechnology; (5) Positive responses decreased and neutral ones increased in eleven out of fourteen questions.

The purpose of this study is the development of experimental teaching materials to confirm the symbiosis of lichens. Lichen is a symbiotic association of a fungus (mycobiont) and a photosynthetic partner (photobiont), which is a group of algae or cyanobacteria. The photobionts photosynthesize and provide the mycobionts with carbohydrates. In return, the mycobionts provide a stable environment for the photobionts. We developed experimental teaching materials to confirm that mycobionts provide a stable environment to photobionts. The mycobionts produce secondary metabolites. Some of them contained in the upper cortex of lichens absorbs ultraviolet light and protects photobionts from harmful ultraviolet rays. We used ethanol extract from the Flavoparmelia caperata (L.) Hale. We confirmed that the extract absorbed the ultraviolet wavelengths selectively (300 ～ 375nm) by using a spectrometer. Through algal culture experiment, we also confirmed the effect of usnic acid that absorbs UV rays. Furthermore, we have developed a cheap and easy experiment using a UV lamp or a colorless highlighter pen and a UV meter to determine the UV absorption of lichen's secondary metabolites. We can easily obtain lichen samples because they are no seasonal prevalence. Also, dried specimens can be used for experiments mentioned above. Therefore, lichens are very convenient to use for teaching materials.