Examines problems resulting from different forms of the periodic table, indicating that New York State schools use a form reflecting the International Union of Pure and Applied Chemistry's 1984 recommendations. Other formats used and reasons for standardization are discussed. (DH)

Describes the use of analogies to explain scientific concepts. Presents the teaching-with-analogies model. (JRH)

Describes a hands-on activity that helps students to better transfer the abstract concept of atoms into a concrete understanding of atomic structure. (ZWH)

Teaching how scientific models work can result from "black box" techniques applied to various classroom seating arrangements. The teacher can assign students to seats based on observable (last name, height) and nonvisible (telephone number) criteria. Students become involved in guessing the criterion, which leads to discussion of models and…

Provides a brief overview of the constructivist learning model and characterizes the science classroom where the constructivist model can best be used. (ZWH)

Presents an activity to construct DNA and RNA models consisting of hundreds of nucleotide units. Provides students with insight into the composition and use of the DNA code. (JRH)

Presents information about making a scale model of Jupiter and its system of moons. (MKR)

Discusses a method to solve problems in stoichiometry which can also be applied to other problems involving relationships between constituents in a chemical reaction. Students with little prior knowledge of chemistry can successfully use the method. (Author/SK)

Describes a simple activity using modeling clay to help biology students better understand the relationships between longitudinal, serial or cross-sections, and the entire structure from which the sections were made. (Author/SK)

Asserts that science is poetry that is intended for all students to understand. Presents text and a teaching model, The Why How Tree, to aid in helping all students to better understand how the world works. Emphasis is placed on the dependent relationship that the disciplines share. (ZWH)

Discusses the positive and negative aspects of outcome-based education. Also included in the discussion are recommendations for the successful implementation of outcome-based education. (ZWH)

Instructions for constructing contour models from topographic maps are presented. Includes materials needed, sources of topographic maps, tips for drawing lines, and preparing the model using cardboard. Indicates that the model is a valuable instructional tool for turning topographic maps into "real" contours of land. (Author/JN)

Described is an activity which uses a 96-well reaction plate and soda straws to construct a model of the periodic table of the elements. The model illustrates the ionization energies of the various elements. Construction of the model and related concepts are discussed. (CW)

Describes easily constructed "black box" activities designed to introduce students to the concept of a scientific model. Exposes students to the scientific method of research and to the multiple models which can be hypothesized for many phenomena. (CP)

Presents three activities that uses three dimensional models to help teach geologic concepts such as geologic land forms and rock strata. (ZWH)