Explores strategies in the situation of a runner trying to evade a tackler on a football field. Enables the student to test intuitive strategies in a familiar situation using simple graphical and numerical methods or direct experimentation. (JRH)

Describes two spreadsheets for producing acid-base titration curves, one uses relatively simple cell formulae that can be written into the spreadsheet by inexperienced students and the second uses more complex formulae that are best written by the teacher. (JRH)

Presents an activity in which students draw the decay curve for a medical radioisotope and determine its half-life. (MKR)

Discussed are the basic and specialized skills needed for graphing exercises. Suggests approaches and activities that can be used in the teaching of graphing skills. Includes a listing of software programs for both teaching graphing and for analyzing data. (ML)

Provides examples of ways science teachers can use various forms of graphs to teach reading skills. (FL)

Determined is the logical reasoning necessary to construct line graphs including a straight line with a positive or negative slope and an exponentially increasing curve. The responses of subjects (grades 6-12) were classified into one of nine categories fitting with Piagetian operational structures. (Author/YP)

Discusses the use of logarithm and reciprocal graphs in the college physics classroom. Provides examples, such as electrical conductivity, reliability function in the Weibull model, and the Clausius-Clapeyron equation for latent heat of vaporation. Shows graphs with weighting of points. (YP)

Explains a study that proposed and tested how graphical representations influence what is learned and recalled from text. Results highlighted the importance of graph-focusing strategies for text learning and support the creative use of interactive computer presentation. (ML)

In this activity, students design and create a LEGO (plastic building blocks) structure to house and protect a temperature sensor. The structure is left in a safe spot and the temperature is regularly checked and charted. This activity uses a time frame of 45 minutes. (Author/SOE)

The use of graphing skills in the science classroom is described, including prerequisite knowledge, bar graphs and histograms, line graphs, and interpreting line graphs. Graphing skills are utilized as a reinforcement for process skills activities such as data collection and data interpretation. (DS)

Presents four examples of physics problems that can be solved with a graphing calculator. Problems included deal with motion, harmonic oscillations, sound waves, and blackbody radiation. (JRH)

Discusses a graphical analysis method used in the physics laboratory. Shown are various kinds of graphs to illustrate the relationship between two variables. A procedure for deriving equations from laboratory data is described. (YP)

Describes the use of the computer software "Graphs and Tracks" a tool for interactive computer instruction, in teaching one-dimensional kinematics concepts and connecting these concepts to their graphical representations. Provides ordering information. (JRH)

Examples of the use of hieroglyphics (glyphs) in science and medicine are presented. Suggests having academically talented science students use glyphs to make their own pictorial representations of their own data. (JN)