This educator guide provides background information on Wilbur and Orville Wright and activities on aeronautics that provide templates for building the 1900, 1901, and 1902 Gliders and the 1903 Flyer. Activities include: (1) Early Aviation; (2) Your First Interview; (3) Your First Report; (4) Build a Model of the 1900 Glider; (5) Questions on the…

This book presents science activities investigating the chemical changes and reactions with powders that are used in baking. Activities include: (1) Mystery Powders; (2) Find the Fizz: Discover the Secret of Baking Powder; and (3) A Feast for Yeast and Cheese: Behold the Power of Chemistry. (YDS)

This publication is the result of the Texas Parks and Wildlife Division's (TPWD's) commitment to education and the fertile partnerships formed between TPWD biologists and educators. This activity book brings together the expertise and practical knowledge of a classroom teacher with the technical knowledge and skills of a TPWD biologist and artist.…

Short articles describe the use of a lever to transfer energy between pucks on a frictionless surface, a demonstration of the principle of conservation of linear momentum, the construction of an inexpensive joulemeter, the design and construction of a simple logic demonstration board using integrated circuits, mounting of Geiger-counters to…

Short articles present ideas for demonstration equipment useful for the junior high school science: three-dimensional magnetic fields, model clocks, and smoke-ring puffers." (AL)

Short articles describe techniques suitable for junior high school science, including the construction of a night dial,'' an instrument developed in the sixteenth century for telling the time from the stars; a method of producing microphotographs, and a method of conceiving of weightlessness. (AL)

Original version of this article was designed as part of a series of school radio broadcasts titled Science Activities -- Outdoors and Indoors." (Editor/MB)

Describes four different styles of working exhibited by four different children as they worked with water flow. Each of the four children's approaches varied substantially, but each learned in his own way about water flow. The author believes that each child should be encouraged to follow his own style of learning. (BR)