THE 1970s HAVE BEEN exploding with sex-and exploiting it. We are bombarded with sexy rock music and dance, and we are offered the most explicit scenes of sexual acts on the stage and screen. In print we have a morass of sexual literature: there are pornographic newspapers and books, and sex also pervades scholarly and creative writings. After all this notoriety we may wonder what is left of sex for the biology teacher: what approach should be used in the classroom, what subject matter should be selected, and what laboratory experiences-if anyremain, if sex is to be meaningful and still relate to the overall curriculum?