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Despite considerable focus on evolution knowledge-belief relationships, little research has targeted populations with strong content backgrounds, such as undergraduate degrees in biology. This study (1) measured precertified biology and non-biology teachers' (n = 167) knowledge of evolution and the nature of science; (2) quantified teacher preferences for the teaching of creationism in schools; (3) examined the associations among knowledge and belief variables; and (4) contrasted the knowledge and beliefs of prospective biology teachers with those of non-biology teachers. Methodologically, teacher knowledge was quantified by using three measures and studied in relation to certification area, selfreported religiosity, personal conflict concerning science and religion, and completion of an evolution course. We found (1) generally low levels of knowledge of evolution and the nature of science-and high misconception magnitudes-in both biology and nonbiology teachers; (2) comparable antievolutionary positions in biology and non-biology teachers: nearly half of the teachers in both groups advocated for the inclusion of creationism in school; (3) weak association between knowledge and preference/belief variables; and (4) no difference in preference for teaching creationism between those teachers who had taken an evolution course and those who had not. Overall, biology and non-biology teachers were found to display "mixed" and "novice naturalistic" evolutionary reasoning patterns.

Nanoporous anodic aluminum oxide layers were fabricated on aluminum substrates with systematically varied pore diameters (20-80 nm) and oxide thicknesses (150-500 nm) by controlling the anodizing voltage and time and subsequent pore-widening process conditions. The porous nanostructures were then coated with a thin (only a couple of nanometers thick) Teflon film to make the surface hydrophobic and trap air in the pores. The corrosion resistance of the aluminum substrate was evaluated by a potentiodynamic polarization measurement in 3.5 wt % NaCl solution (saltwater). Results showed that the hydrophobic nanoporous anodic aluminum oxide layer significantly enhanced the corrosion resistance of the aluminum substrate compared to a hydrophilic oxide layer of the same nanostructures, to bare (nonanodized) aluminum with only a natural oxide layer on top, and to the latter coated with a thin Teflon film. The hydrophobic nanoporous anodic aluminum oxide layer with the largest pore diameter and the thickest oxide layer (i.e., the maximized air fraction) resulted in the best corrosion resistance with a corrosion inhibition efficiency of up to 99% for up to 7 days. The results demonstrate that the air impregnating the hydrophobic nanopores can effectively inhibit the penetration of corrosive media into the pores, leading to a significant improvement in corrosion resistance.

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This essay describes how in the 1890s the Committee of Ten arrived at their recommendations about the organization of the high school biological sciences and seeks to correct the frequently held, but erroneous view that the Committee of Ten was the initiator of the Biology-ChemistryPhysics order of teaching sciences prevalent in high schools today. The essay details the factors underlying the changing views of high school biology from its "natural history" origins, through its "zoology, botany, physiology" disciplinary phase to its eventual integration into a "general biology" course. The simultaneous parallel development of the "Carnegie Unit" for measuring coursework is highlighted as a significant contributor in the evolution of the present day high school biology course. The essay concludes with a discussion of the implications of the grade placement of the sciences for the future development of high school biology.