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Joan Procter, Dragon Doctor describes the life of Joan Beauchamp Procter, renowned herpetologist, zoologist, Curator of Reptiles at the British Museum and designer of the London Zoo Reptile House. In this lesson, students reframe initial viewpoints of scientists that are not representative of a broad understanding of who scientists are and what being a scientist means. Exploring understandings and expanding their view of science to include varied areas of social sciences provokes deep discussions among students as they prepare to teach others. Using content area skills, artwork, writing, literacy and technology, students explore diverse people and fields of the sciences.

Students engage in collaborative efforts with peers to involve themselves with content knowledge and skills in the social studies, as they integrate other areas of the curriculum including science, art, writing, literacy, literature, technology, critical thinking, research skills and inquiry-based learning. Findings include students participating in meaningful learning individually and collectively through inquiry. As students learn with and from one another, they conceptualize their own ideas through their own work in exploring relevant resources. Students plan action to move learning outside the classroom in generating changes in museums and monuments to showcase broader cultural representation of scientists in their communities.

Students engage in inquiry learning using Joan Procter, Dragon Doctor as a key text. Students explore the text and related resources, while learning with one another about scientists. Students expand their content knowledge and apply critical thinking skills, noting similarities and differences in scientists, ultimately acknowledging that what scientists do through inquiry and exploration helps them identify as scientists. Varied fields and backgrounds of scientists are explored, and students examine cultural representation in museums commemorating scientists and scientific contributions. Students create action plans to consult with museums about these issues and curate exhibits, like Joan Procter, to share with others.

This lesson provides students multiple avenues to deepen learning while conceptualizing and formulating their own understandings. Further, students are required to use multiple skills in conveying their ideas for social change to reflect their new broader conceptualization of scientists and the many fields that science includes. Additionally, they have to understand the topics discussed fully in order to convey their research findings to another audience in their school or community as they create museum exhibits. Finally, while students learn, they begin to see themselves represented in fields through evident, inclusive demonstrations of contributions by diverse scientists.

Following enactment of the federal Endangered Species Act in 1973, a variety of organizations proceeded to establish lists of endangered, threatened, or rare species of wildlife that they believed fell within their purview. State lists, as opposed to regional or national lists, are of particular importance because they form a rigorous record of the status of species in small, well‐defined geographic areas. State lists also indicate the development status of legal management efforts in the various states and are, therefore, predictors of how rigorously species variety will be maintained. Online searches of environment, legal, and government indexes (Enviroline, NTIS, Agricola, and others) demonstrated that there is no organized way to identify official state lists and that, in fact, few official lists are cited within the voluminous environment literature.

In 1990 we compiled an annotated bibliography of official state lists of endangered, threatened, and rare species. In gathering information for that bibliography, which appeared in Reference Services Review in Spring 1991, we found numerous unofficial sources of state lists, such as those developed by universities, institutes, and Natural Heritage Programs, which also provide valuable information on statuses of endangered, threatened, and rare species. A comprehensive search for unofficial lists results in this second bibliography.

This paper aims to introduce a novel design of the biomimetic quadruped robot, including its body structure, three structural modes and respective workspace.

By taking a metamorphic 8-bar linkage as the body of a quadruped robot, the authors propose a reconfigurable walking robot that can imitate three kinds of animals: mammals (e.g. dog), arthropods (e.g. stick insect) and reptiles (e.g. lizard). Furthermore, to analyze the three structural modes of this quadruped robot, the workspace is calculated and studied.

Based on experimental data analyses, it is revealed that the metamorphic quadruped robot can walk in all its three structural modes and adapt to different terrains.

Because the body of the quadruped robot is deformable and reconfigurable, the location of payload is not considered in the current stage.

The relative positions and postures of legs of the metamorphic robot can be rearranged during its body reconfiguration in such a way to combine all the features of locomotion of the three kinds of animals into one robot. So, the metamorphic quadruped robot is capable of maintaining wider stability margins than conventional rigid-body quadruped robots and conducting operations in different environments, particularly the extreme and restricted occasions due to the changeable and adaptable trunk.

The main contribution is the development of a reconfigurable biomimetic quadruped robot, which uses the metamorphic 8-bar linkage. This robot can easily reshape to three different structural modes and mimic the walking patterns of all mammals, arthropods and reptiles.