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biology for 9th graders: Collins Exploring Biology Derek McMonagle, 2017-10-18 Grade 9 Biology for Jamaica provides a new course for students studying the sciences separately at Grade 9. It is an activity led course set in relevant contexts and develops the skills necessary for success in biology. This book covers the syllabus requirements of the National Standards Curriculum for Grade 9 Biology. * Developed and written specifically for Jamaica* Features special Science, Technology, Engineering and Mathematics (STEM) activities for each topic* Provides clear and accessible explanations of each topic* Has 'Check your understanding' sections at the end of each topic to allow teachers and students to assess their progress* Contains end-of-unit questions to check the students have understood the ideas in each Unit* Has accompanying workbooks specially written to provide opportunities for written activities, for homework and to help students with revision |
biology for 9th graders: Biology Sylvia S. Mader, Michael Windelspecht, 2021 Biology, Fourteenth edition is an understanding of biological concepts and a working knowledge of the scientific process-- |
biology for 9th graders: Exploring Creation with Biology Jay L. Wile, Marilyn F. Durnell, 2005-01-01 |
biology for 9th graders: The Biology Teacher's Handbook Biological Sciences Curriculum Study, 2009 Biology teachers, you're in luck, BSCS (Biological Sciences Curriculum Study) presents a wealth of current information in this new, updated editon of the classic The Biology Teachers's Handbook. No matter the depth of your experience, gain insight into what constitutes good teaching, how to guide students through inquiry at varying levels, and how to create a culture of inquiry in your classroom using science notebooks and other strategies. In addition, learn tactics for including controversial subjects in your courses, promoting scientific discussion, and choosing the right materials, information that would benefit the teacher of any subject. BSCS experts have packed this volume with the latest, most valuable teaching ideas and guidelines. Their suggestions include designing your courses around five questions, all answered in the book's five sections: What are the goals of the program for my students and me? How can I help students understand the nature of science? How do I teach controversial topics? How can I create a culture of scientific inquiry in my classroom? Where has biology teaching been, and where is it going? |
biology for 9th graders: Biology (Teacher Guide) Dr. Dennis Englin, 2019-04-19 The vital resource for grading all assignments from the Master's Class Biology course, which includes:Instruction in biology with labs that provide comprehensive lists for required materials, detailed procedures, and lab journaling pages.A strong Christian worldview that clearly reveals God's wondrous creation of life and His sustaining power.This is an introductory high school level course covering the basic concepts and applications of biology. This 36-week study of biology begins with an overview of chemistry while opening a deeper understanding of living things that God created. The course moves through the nature of cells, ecosystems, biomes, the genetic code, plant and animal taxonomies, and more. Designed by a university science professor, this course provides the solid foundation students will need if taking biology in college.FEATURES: The calendar provides daily lessons with clear objectives, and the worksheets, quizzes, and tests are all based on the readings. Labs are included as an integral part of the course. |
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biology for 9th graders: Subject Offerings and Enrollments, Grades 9-12 Diane Bochner Gertler, 1965 |
biology for 9th graders: Biology Inquiries Martin Shields, 2005-10-07 Biology Inquiries offers educators a handbook for teaching middle and high school students engaging lessons in the life sciences. Inspired by the National Science Education Standards, the book bridges the gap between theory and practice. With exciting twists on standard biology instruction the author emphasizes active inquiry instead of rote memorization. Biology Inquiries contains many innovative ideas developed by biology teacher Martin Shields. This dynamic resource helps teachers introduce standards-based inquiry and constructivist lessons into their classrooms. Some of the book's classroom-tested lessons are inquiry modifications of traditional cookbook labs that biology teachers will recognize. Biology Inquiries provides a pool of active learning lessons to choose from with valuable tips on how to implement them. |
biology for 9th graders: Chemistry Carson-Dellosa Publishing, 2015-03-16 Chemistry for grades 9 to 12 is designed to aid in the review and practice of chemistry topics. Chemistry covers topics such as metrics and measurements, matter, atomic structure, bonds, compounds, chemical equations, molarity, and acids and bases. The book includes realistic diagrams and engaging activities to support practice in all areas of chemistry. --The 100+ Series science books span grades 5 to 12. The activities in each book reinforce essential science skill practice in the areas of life science, physical science, and earth science. The books include engaging, grade-appropriate activities and clear thumbnail answer keys. Each book has 128 pages and 100 pages (or more) of reproducible content to help students review and reinforce essential skills in individual science topics. The series will be aligned to current science standards. |
biology for 9th graders: Biology , 2015-03-16 Biology for grades 6 to 12 is designed to aid in the review and practice of biology topics such as matter and atoms, cells, classifying animals, genetics, plant and animal structures, human body systems, and ecological relationships. The book includes realistic diagrams and engaging activities to support practice in all areas of biology. The 100+ Series science books span grades 5 to 12. The activities in each book reinforce essential science skill practice in the areas of life science, physical science, and earth science. The books include engaging, grade-appropriate activities and clear thumbnail answer keys. Each book has 128 pages and 100 pages (or more) of reproducible content to help students review and reinforce essential skills in individual science topics. The series is aligned to current science standards. |
biology for 9th graders: Handbook of Research on Science Education Sandra K. Abell, Ken Appleton, Deborah L. Hanuscin, 2013-03-07 This state-of-the art research Handbook provides a comprehensive, coherent, current synthesis of the empirical and theoretical research concerning teaching and learning in science and lays down a foundation upon which future research can be built. The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community. As a whole, the Handbook of Research on Science Education demonstrates that science education is alive and well and illustrates its vitality. It is an essential resource for the entire science education community, including veteran and emerging researchers, university faculty, graduate students, practitioners in the schools, and science education professionals outside of universities. The National Association for Research in Science Teaching (NARST) endorses the Handbook of Research on Science Education as an important and valuable synthesis of the current knowledge in the field of science education by leading individuals in the field. For more information on NARST, please visit: http://www.narst.org/. |
biology for 9th graders: Students Learning Science Christine Y. O'Sullivan, Andrew R. Weiss, Janice M. Askew, 1998 This report on teachers' academic preparation and professional development, the amount of emphasis science instruction receives in schools, student course taking, and the availability of school resources that support science learning is intended primarily for policy makers, school administrators, and educators concerned with state- or school-level policies. Data is drawn from the 1996 National Assessment of Educational Progress (NAEP) and results are presented using the students as the unit of analysis. Appendises present an overview of procedures used for the NAEP 1996 Science Assessment and standard errors. Contains 14 figures and 25 tables. (DDR) |
biology for 9th graders: Science of Life: Biology Parent Lesson Plan , 2013-08-01 The Science of Life: Biology Course Description This is the suggested course sequence that allows one core area of science to be studied per semester. You can change the sequence of the semesters per the needs or interests of your student; materials for each semester are independent of one another to allow flexibility. Semester 1: Intro to Science Have you ever wondered about human fossils, “cave men,” skin color, “ape-men,” or why missing links are still missing? Want to discover when T. Rex was small enough to fit in your hand? Or how old dinosaur fossils are-and how we know the age of these bones? Learn how the Bibles’ world view (not evolution’s) unites evidence from science and history into a solid creation foundation for understanding the origin, history, and destiny of life-including yours! In Building Blocks in Science, Gary Parker explores some of the most interesting areas of science: fossils, the errors of evolution, the evidences for creation, all about early man and human origins, dinosaurs, and even “races.” Learn how scientists use evidence in the present, how historians use evidence of the past, and discover the biblical world view, not evolution, that puts the two together in a credible and scientifically-sound way! Semester 2: Life Science Study clear biological answers for how science and Scripture fit together to honor the Creator. Have you ever wondered about such captivating topics as genetics, the roll of natural selection, embryonic development, or DNA and the magnificent origins of life? Within Building Blocks in Life Science you will discover exceptional insights and clarity to patterns of order in living things, including the promise of healing and new birth in Christ. Study numerous ways to refute the evolutionary worldview that life simply evolved by chance over millions of years. The evolutionary worldview can be found filtered through every topic at every age-level in our society. It has become the overwhelmingly accepted paradigm for the origins of life as taught in all secular institutions. This dynamic education resource helps young people not only learn science from a biblical perspective, but also helps them know how to defend their faith in the process . |
biology for 9th graders: Life Science: Origins & Scientific Theory Parent Lesson Plan , 2013-08-01 How to use this lesson planner This course is intended to help a student assess information about evolution and creation, and based on the information provided for each, form his or her own understanding of this issue. The author spent 30 years in a challenge to prove evolution, yet the more he learned, the more the truth of God’s Word became apparent in the evidence and interviews he found while travelling the world speaking to scholars, museum officials, and viewing artifacts. While originally designed for classroom use, this course represents substantial value and flexibility for those who choose to home educate. The content and organization of the teacher manual, means that this course can be used by more than one student at a time, or even multiple times for a single student without reusing course testing materials. Chapter Objectives:These are presented in a way that is perfect for students to answer in a notebook – having students copy the question and then answer in the notebook is even more helpful by putting the question and answer in proximity and context. These notes in combination with the chapter tests are excellent resources for preparing for sectional tests (if given) or a final exam at the end. Chapter objective can be shared with a student or students, and then kept in a binder for future use if needed. Students are also encouraged to keep these questions and answers for pre-test studying. Chapter Exams: For each chapter, an A, B and C test is provided in the teacher’s manual. Here is how you can extend your use of this material: Option 1: You can follow the instructions in the book which are designed for one student. Or you can modify one of the following options for your student, and still have enough course materials to use the course multiple times. Option 2: You could have up to three students taking the course at the same time, with each student having different tests if you assign each Test A to one student, Test B to another, and Test C to a third. This insures each student has a different test and educators can better assess each student’s individual understanding of the material at each point. Alternate sectional and final exams are included in this manual for your convenience. Option 3: Adjust the testing and materials to your educational program. For example, each chapter test could be used as additional worksheet material for one or more students, with only the included sectional exams to be administered. Or even just use a final exam for testing comprehension of material if you wish to assign several essays, project, or a term paper based on individual questions of your choice from the exams and objectives or based on a chapter topic. This option would allow for additional writing and research opportunities and for some students, while engaging them more fully in comprehension and application of knowledge for this educational material. Sectional Exams: If used for a single student, a combination of “B” tests from the teacher’s manual form the basis of a sectional exam. Alternate sectional exams are included in this package to give you added flexibility in using this course per your own educational program needs whether are teaching one or multiple students at one time, or for future use. Final Exam: “C” tests form a 190 page final exam if you are using the book per its instructions. If you are choosing one of the alternate options discussed, you will find an alternate final exam in this packet for your convenience. |
biology for 9th graders: How to Use Problem-based Learning in the Classroom Robert Delisle, Association for Supervision and Curriculum Development, 1997 Engaging and motivating students--especially the least motivated learners--is a daily challenge. But with the process of problem-based learning (PBL), any teacher can create an exciting, active classroom where students themselves eagerly build problem-solving skills while learning the content necessary to apply them. With problem-based learning, students' work begins with an ill-defined problem. Key to this problem is how it explicitly links something important in students daily lives to the classroom. This motivational feature is vital as students define the what, where, and how of resolving the problem situation. Problem-based learning may sound potentially chaotic and haphazard, but it rests on the firm foundation of a teacher's work behind the scenes. The teacher develops a problem long before students see it, specifically choosing the skills and content the problem will emphasize and matching those to curriculum and standards. Though a PBL problem will have no right answer, the teacher structures the experience so that specific learning takes place as students generate the problem-solving steps, research issues, and produce a final product. The teacher guides without leading, assists without directing. |
biology for 9th graders: Research in the Teaching of Science , 1962 |
biology for 9th graders: Statistics of Land-grant Colleges and Universities United States. Office of Education, 1965 |
biology for 9th graders: Bulletin United States. Office of Education, 1950 |
biology for 9th graders: Resources in Education , 1984 |
biology for 9th graders: Subject Offerings and Enrollments United States. Education Office, 1965 |
biology for 9th graders: The Heart of Learning Lawrence Williams, 2014 The Heart of Learning provides heart-centered guidance and essential information for teaching young children and for creating a nurturing and effective learning environment.Written by Lawrence Williams, Oak Meadow's co-founder and a pioneer in homeschooling and distance learning. |
biology for 9th graders: Handbook of Research on Science Education, Volume II Norman G. Lederman, Sandra K. Abell, 2014-07-11 Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community. |
biology for 9th graders: Theory and Methods for Sociocultural Research in Science and Engineering Education Gregory J. Kelly, Judith L. Green, 2018-12-17 Introducing original methods for integrating sociocultural and discourse studies into science and engineering education, this book provides a much-needed framework for how to conduct qualitative research in this field. The three dimensions of learning identified in the Next Generation Science Standards (NGSS) create a need for research methods that examine the sociocultural components of science education. With cutting-edge studies and examples consistent with the NGSS, this book offers comprehensive research methods for integrating discourse and sociocultural practices in science and engineering education and provides key tools for applying this framework for students, pre-service teachers, scholars, and researchers. |
biology for 9th graders: The Computer Supported Collaborative Learning (CSCL) Conference 2013, Volume 1 ISLS, 2014-04-23 The Computer Supported Collaborative Learning (CSCL) Conference 2013 proceedings, Volume 1 |
biology for 9th graders: Tools for Critical Thinking in Biology Stephen H. Jenkins, 2015-03-31 The American Association for the Advancement of Science's report on Vision and Change in Undergraduate Biology Education suggests that instructors can no longer rely solely on trying to cover a syllabus packed with topics but rather should introduce fewer concepts but present them in greater depth. They further suggest that the principles embodied in a set of core concepts and competencies should be the basis for all undergraduate biology courses, including those designed for nonmajors. The theme of Tools for Critical Thinking in Biology will be the first and most fundamental of these competencies: the ability to apply the process of science. Biology courses and curricula must engage students in how scientific inquiry is conducted, including evaluating and interpreting scientific explanations of the natural world. The book uses diverse examples to illustrate how experiments work, how hypotheses can be tested by systematic and comparative observations when experiments aren't possible, how models are useful in science, and how sound decisions can be based on the weight of evidence even when uncertainty remains. These are fundamental issues in the process of science that are important for everyone to understand, whether they pursue careers in science or not. Where other introductory biology textbooks are organized by scientific concepts, Tools for Critical Thinking in Biology will instead show how methods can be used to test hypotheses in fields as different as ecology and medicine, using contemporary case studies. The book will provide students with a deeper understanding of the strengths and weaknesses of such methods for answering new questions, and will thereby change the way they think about the fundamentals of biology. |
biology for 9th graders: Juvenile Delinquency (Indians) United States. Congress. Senate. Committee on the Judiciary. Subcommittee to Investigate Juvenile Delinquency, 1954 Hearings survey all aspects of North Dakota Indians' living conditions. Oct. 11 hearing was held in Fort Yates, N.Dak.; Oct. 12 hearing was held in New Town, N.Dak.; Oct. 13 hearing was held in Rolla, N.Dak.; and Oct. 14 hearing was held in Bismarck, N.Dak. |
biology for 9th graders: Computational Thinking Education Siu-Cheung Kong, Harold Abelson, 2019-07-04 This This book is open access under a CC BY 4.0 license.This book offers a comprehensive guide, covering every important aspect of computational thinking education. It provides an in-depth discussion of computational thinking, including the notion of perceiving computational thinking practices as ways of mapping models from the abstraction of data and process structures to natural phenomena. Further, it explores how computational thinking education is implemented in different regions, and how computational thinking is being integrated into subject learning in K-12 education. In closing, it discusses computational thinking from the perspective of STEM education, the use of video games to teach computational thinking, and how computational thinking is helping to transform the quality of the workforce in the textile and apparel industry. |
biology for 9th graders: Christian Heritage Parent Lesson Plan , 2013-08-01 Course Description - Semesters 1 & 2 In 1776, 56 men signed their names on a document that they knew might well mean their certain deaths as traitors to England. Standing on principles of faith, and liberty, these men forged a powerful call for freedom and human dignity still resonating today in America. Yet, historical revisionists have distorted or attempted to wipe away every trace of this nation’s Christian heritage, including the heartfelt faith of these founding fathers. The Declaration of Independence remains one of history’s most enduring achievements, and this text will help you value those freedoms these men fought for in an insightfully fresh way. It will also assist you in catching the God-given vision of these faithful new Americans, igniting a fire for your family, community, and the generations to come. For You They Signed should be found in every private and public library in America... a meticulously documented look back to the true birth of our nation. They pledged their lives, their fortunes, and their sacred honor so that we could be free! |
biology for 9th graders: What’s Worth Aiming for in Educational Innovation and Change? Geraldine Mooney Simmie, Manfred Lang, 2012 Results from international achievement test scores, such as PISA, ROSE, TIMSS, indicate national deficits in literacy and numeracy among OECD countries. In addition research findings indicate the inadequacy of inherited transmission models of teaching in generating critical thinking among pupils in lower secondary education. This book presents case studies from six European countries – Austria, Denmark, Czech Republic, Germany, Ireland and Spain – based on capacity building with teachers to develop educational innovation and change in the science and mathematics classroom and school. The teacher educators developed a theoretical framing that was responsive to both culture and context. Educational innovation and change was positioned as a pedagogical and political text, a deliberative discursive inquiry that crossed borders between teachers, teacher educators and others, including policymakers. Findings show that while it is clearly necessary for teachers to form collaborative networks this is not sufficient to generate the level of creative and critical inquiry required for educational innovation and change in the classroom. New roles are required for all education actors to bring teachers, at all stages of their professional lifespan, beyond their classrooms and schools, into sustainable public spaces, incubation spaces, in a deliberative discourse with teacher educators and others, including policymakers. The study has implications for the way the education policy process is currently enacted and the roles played by various actors, including teachers, teacher educators, school administrators and policymakers alike. |
biology for 9th graders: Science Starters: Elementary Physical & Earth Sciences Parent Lesson Plan , 2013-08-01 Science Starters: Physical and Earth Science Course Description This is the suggested course sequence that allows one core area of science to be studied per semester. You can change the sequence of the semesters per the needs or interests of your student; materials for each semester are independent of one another to allow flexibility. Semester 1: Physical Science Investigate the Possibilities Elementary Physical Science-Forces & Motion From High-speed Jets to Wind-up Toys: Elementary physical science comes alive in this amazing full-color book filled with 20 hands-on activites that ignite a sense of curiosity about the wonderful world God has made. Concepts are introduced in an engaging way-by highlighting the science behind kids at play, like rollerskating, skateboarding, and even running. By guiding students through these easy to understand investigations, they learn to explain, apply, expand, and assess what they have personally observed! Learn how to determine the speed and motion of favorite toys, create a catapult and experience the mechanics of pulleys, set up a floating pencil race, discover why friction creates heat. Semester 2: Earth Science Investigate the Possibilities Elementary Earth Science-The Earth Its Structure & Its Changes: Experience the science of fun! Explore the planet like never before with 20 fun and educational experiments. The learning progression helps students engage, investigate, explain, apply, expand, and assess the scientific principles, and is filled with helpful images, diagrams, and inexpensive activities. Students discover why caves and sinkholes form, what is in the soil we walk on every day, how warning signs are present prior to volcanic eruptions, what tests can be used to identify rocks, and more. This comprehensive series makes the study of God’s creation both enjoyable and educational! |
biology for 9th graders: Evolution Challenges Karl S. Rosengren, Sarah K. Brem, E. Margaret Evans, Gale M. Sinatra, 2012-04-23 A recent poll revealed that one in four Americans believe in both creationism and evolution, while another 41% believe that creationism is true and evolution is false. A minority (only 13%) believe only in evolution. Given the widespread resistance to the idea that humans and other animals have evolved and given the attention to the ongoing debate of what should be taught in public schools, issues related to the teaching and learning of evolution are quite timely. Evolution Challenges: Integrating Research and Practice in Teaching and Learning about Evolution goes beyond the science versus religion dispute to ask why evolution is so often rejected as a legitimate scientific fact, focusing on a wide range of cognitive, socio-cultural, and motivational factors that make concepts such as evolution difficult to grasp. The volume brings together researchers with diverse backgrounds in cognitive development and education to examine children's and adults' thinking, learning, and motivation, and how aspects of representational and symbolic knowledge influence learning about evolution. The book is organized around three main challenges inherent in teaching and learning evolutionary concepts: folk theories and conceptual biases, motivational and epistemological biases, and educational aspects in both formal and informal settings. Commentaries across the three main themes tie the book together thematically, and contributors provide ideas for future research and methods for improving the manner in which evolutionary concepts are conveyed in the classroom and in informal learning experiences. Evolution Challenges is a unique text that extends far beyond the traditional evolution debate and is an invaluable resource to researchers in cognitive development, science education and the philosophy of science, science teachers, and exhibit and curriculum developers. |
biology for 9th graders: Education and Professional Employment in the U.S.S.R. Nicholas De Witt, National Science Foundation (U.S.), 1961 |
biology for 9th graders: Hearings United States. Congress Senate, 1963 |
biology for 9th graders: Must Know High School Biology Kellie Ploeger Cox, 2019-06-21 Publisher's Note: Products purchased from Third Party sellers are not guaranteed by the publisher for quality, authenticity, or access to any online entitlements included with the product. The new Must Know series is like a lightning bolt to the brain Every school subject has must know ideas, or essential concepts, that lie behind it. This book will use that fact to help you learn in a unique way. Most study guides start a chapter with a set of goals, often leaving the starting point unclear. In Must Know High School Biology, however, each chapter will immediately introduce you to the must know idea, or ideas, that lie behind the new biology topic. As you learn these must know ideas, the book will show you how to apply that knowledge to solving biology questions. Focused on the essential concepts of biology, this accessible guide will help you develop a solid understanding of the subject quickly and painlessly. Clear explanations are accompanied by numerous examples and followed with more challenging aspects of biology. Practical exercises close each chapter and will instill you with confidence in your growing biology skills. Must Know High School Biology features: •Each chapter begins with the must know ideas behind the new topic•Extensive examples illustrate these must know ideas•Students learn how to apply this new knowledge to problem solving•250 practical review questions instill confidence•IRL (In Real Life) sidebars present real-life examples of the subject at work in culture, science, and history•Special BTW (By the Way) sidebars provide study tips, exceptions to the rule, and issues students should pay extra attention to•Bonus app includes 100 flashcards to reinforce what students have learned |
biology for 9th graders: Proceedings of AC 2017 Group of authors, 2017-08-10 International Academic Conference in Prague 2017 |
biology for 9th graders: Exploring the World of Biology John Hudson Tiner, 2009-01-28 This book in Master Books Exploring series is a fascinating look at life--from the smallest proteins and spores, to the complex life systems of humans and animals. |
biology for 9th graders: The Teaching of Science in Public High Schools Philip Gustaf Johnson, 1950 |
biology for 9th graders: The Teaching of Science in Public High Schools Effie Geneva Bathurst, Elise Henrietta Martens, Ellsworth Tompkins, Grace (Stevens) Wright, Homer Kempfer, Mary Willcockson, Nelson Eric Viles, Philip Gustaf Johnson, Simon A. McNeely, Ward W Keesecker, Elsa Schneider, 1950 |
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Oct 27, 2009 · I have been studying Biology by correspondence through Unilearn for the last couple of months. I have completed my required 10 modules so getting ready to sit the exam. …
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Jul 19, 2011 · I can't quite grasp the "ends" of DNA. When we say "3' end", does it mean that we can only add the nucleotides to the 5's, and not the 3's?
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Dec 20, 2007 · Evolution does'nt makes sense to me. According to Darwin, humans have evolved from apes. I want to know why some apes evolved into humans, why not all evolved?
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Jul 23, 2006 · I think depolymerisation is the removal of the monomers, in this case the removal of the monomers of microtubules.
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360 Wiki Writers. General Discussion. 2; 2
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