Presents a mechanical model for an ecology laboratory that introduces the concept of optimal foraging theory. Describes the physical model which includes a board studded with protruding machine bolts that simulate prey, and blindfolded students who simulate either generalist or specialist predator types. Discusses the theoretical model and data…

Describes urinalysis techniques for dry weight measurement, examination of urinary calculi (stones), and determination of the presence of blood and blood pigments. Also presented are directions for preparing required reagents. (WB)

Outlines a procedure where chromatographic separation can be easily done and provides an introduction to column chromatography. (CS)

Presents a model of the cardiovascular system which solves a set of interacting, possibly nonlinear, differential equations. Figures present a schematic diagram of the model and printouts that simulate normal conditions, exercise, hemorrhage, reduced contractility. The nine interacting equations used to describe the system are described in the…

Describes methods for studying the direct effect of thyroid hormones on the induction of metamorphic change in amphibians. (CS)

Describes a physical chemistry experiment that introduces undergraduate students to the entities of polyelectrolytes. (CS)

Presents a chemical instrumentation laboratory experiment that introduces the methodology of the fabrication and evaluation of an ion-selective electrode. (CS)

Presents methods by which undergraduate students gain practice in ESR spectroscopy. (CS)

Presents three different procedures in which reagents are added in a specified order to a large beaker containing an aqueous solution of nickel sulfate. Complex ions of nickel (II) are prepared by using aqueous solutions of ammonia, ethylenediamine, dimethylglyoxime, and cyanide ion. (CS)

Summarizes two research studies on: (1) suitability of science reading materials at CSE and O levels, and (2) effects of single sex and coeducation on science subject (N=1200) preferences and choices at 14+. Discusses spider diagrams, what is science, and problems and solutions in chemistry teaching in post-16 institutions. (DS)