Synopsis
A Laboratory Manual for Elementary Zoology by Hyman, Libbie Henrietta is a comprehensive guide for students studying zoology at an elementary level. The book is designed to provide hands-on experience to students in the field of zoology. It contains a series of laboratory exercises that cover a wide range of topics such as animal behavior, anatomy, physiology, and taxonomy. The exercises are accompanied by detailed instructions, illustrations, and diagrams that make it easy for students to understand and perform the experiments. The book also includes a section on how to prepare and preserve specimens for study. It is an essential resource for students looking to gain practical experience in zoology and for teachers who want to create engaging and interactive lessons. Overall, A Laboratory Manual for Elementary Zoology is an excellent resource for anyone interested in learning about the fascinating world of animals.This scarce antiquarian book is a facsimile reprint of the old original and may contain some imperfections such as library marks and notations. Because we believe this work is culturally important, we have made it available as part of our commitment for protecting, preserving, and promoting the world's literature in affordable, high quality, modern editions, that are true to their original work.
Présentation de l'éditeur
This laboratory manual was prepared for the dass in elementary zoology in the University of Chicago, and has been used in this course for some time. In the three months time allotted for the course, nearly all of the work given in sections I to XII, inclusive, is completed, with the exception of the muscular and skeletal systems of the frog. The remaining sections have been added for publication because they seem to the author to be essential for a complete course in general zoology. The directions have been written entirely from the material, although, of course, many textbooks have been consulted throughout. An attempt has been made, not merely to give explicit directions for the study of the material, but also to point out the relation of each section of the work to the general principles of biology and to make clear why each particular kind of material has been selected. The sections are given, naturally, in the order which the author thinks most logical, but they can be shifted at the will of the instructor. Our experience, extending over many years of trial of both methods, has shown that starting the course with the dissection of a complex animal is much more satisfactory than introducing the student at the start to the lower invertebrates, for the reason that the simplicity of the latter cannot be appreciated and understood except with reference to completely differentiated animals. A ny vertebrate would serve the purpose, but the arthropods are in general unsuitable because they introduce the problem of heteronomous segmentation for which the beginner is not prepared. Many teachers will object that the instructions are too detailed and that it is better pedagogy to compel the student to work out things by himself; but the large amount of ground which must be covered in a relatively short time and the impossibility of providing sufficient laboratory
(Typographical errors above are due to OCR software and don't occur in the book.)
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