The Idea Bank provides tips and techniques for creative teaching, in about 1,000 words. For this article, the authors analyzed 93 educational applications (apps) that have the potential to help students meaningfully engage in the science practices outlined in the Next Generation Science Standards. Some of the ways teachers can use these apps in…

Mobile devices have become a popular form of education technology, but little attention has been paid to the use of their sensors for data collection and analysis. This article describes some of the benefits of using mobile devices this way and presents five challenges to help students overcome common misconceptions about force and motion. The…

The traditional Run the Football Field physics activity--in which students are timed as they move at different speeds on a football field to investigate displacement and velocity--has been updated for the 21st century. Nowadays, GPS-enabled tablets and smartphones replace the stopwatches and yard markers of the past, allowing students to collect…

This article describes how one science teacher based an activity on designing smartphone apps to clearly and concisely communicate the interdependent relationships of a biological ecosystem. The teacher designed the activity to address several aspects of the latest science standards. Students needed to understand their ecosystem and synthesize new…

Shows how electronic spreadsheets can be used in science classrooms for such tasks as ordering and keeping track of supplies and for organizing experiments. Sample printouts of records prepared by use of the spreadsheets are included. (JN)

Reviews a chem-study experiment in which students weigh and compare equal volumes of gases and enter their data into a microcomputer. Benefits of using the microcomputer include: (1) data table generation; (2) elimination of calculation errors; (3) student conclusions which are meaningful; and (4) efficient grading time for the teacher. (DH)

Offers suggestions for making good use of a single microcomputer in classes with large numbers of students. Strategies described include in-class demonstrations, laboratory station activities, group activities, enrichment activities, and data collection techniques. Diagrams of room arrangements to accomplish the strategies are included. (BC)

Four ways in which microcomputers can be turned into laboratory instruments are discussed. These include adding an analog/digital (A/D) converter on a printed circuit board, adding an external A/D converter using the computer's serial port, attaching transducers to the game paddle ports, or connecting an instrument to the computer. (JN)

Suggests a microcomputer/mastery-learning combination for more effective use of teacher time and management of records, tests, grading, and student directions. Mastery learning is discussed along with the many advantages microcomputers can provide toward this goal. (DH)

Describes three main areas of computer application in science classrooms, discusses problems of selecting microcomputers (hardware) and programs (software) for classroom use, and evaluates the prospects for successful use of computers in science teaching. (Author/JN)

Student activities in an interdisciplinary, model rocket science program are described, including the construction of an Ohio Scientific computer system with graphic capabilities for use in the program and cooperative efforts with the Rocket Research Institute. (JN)

Describes a seminar where students explore emerging technologies through a series of labs that help boost their technical skills and their confidence in using and managing technology. Discusses charting the course, laboratory logistics, technology tips, and benefits. (JRH)

Offers a model of a computer-based evaluation program that can assist in science fair judging. Explains the program's procedures for scoring and its capacities for identifying cases of inconsistent judging. Provides examples of program outputs. (ML)

Describes the use of an Energy-Environment Simulator in environmental/energy education programs. The simulator is a specially designed analog computer that simulates real-world conditions of energy production and use. Energy resources, demands, and the environmental effects of energy use are programmed into the computer. (Author/JN)

Discusses various issues in science curriculum/instruction and proposes that the National Science Teachers Association assume the responsibility for establishing quality science instruction. Topics/Issues include, among others, competencies science teachers will need in the future, computer oriented programs, and interdisciplinary science…