...the main functions of certain texts are set out here, and these provide some definite objective in the teaching of structures for the teacher of English who has to deal with technical students." Part 1 appeared in English Language Teaching" v24 n2 p120-124, January 1970. (FB)

Discusses the use of games for teaching introductory physics. The elements of game design are reviewed, and sevel examples are described that illustrate different varieties of teaching games suitable for use by beginning physics students. Bibliography. (LC)

Discusses reasons why the original van Deemter equation should no longer be taught and why three other equations, better representing chromatographic dispersion, are preferred. Also discusses underlying phenomena in terms that can be transmitted to sophomores. (JN)

Photoelectrochemistry is based on the semiconductor electrode. It is the semiconductor's ability to absorb light and convert it to electrical and/or chemical energy that forms the basis for the semiconductor liquid-junction solar cell. To understand how this occurs, solid-state physics concepts are discussed. (Author/JN)

The use of semiconductors as electrodes for electrochemistry requires an understanding of both solid-state physics and electrochemistry, since phenomena associated with both disciplines are seen in semiconductor/electrolyte systems. The interfacial energetics of these systems are discussed. (JN)

Describes five physics demonstrations using inexpensive and easily obtainable materials. Demonstrations include: (1) sinking ice cubes and diffusion; (2) returnable can; (3) persistent currents in a liquid; (4) light scattering by milk particles; and (5) rotation of a plane of polarization. (JN)

Gender differences in predicting displaced volume did not reflect gender differences in spatial ability, field-dependence-independence, or Piagetian formal reasoning. In addition, gender differences were not accounted for by science and math course-taking experience. (Author/PN)

Provides background material which relates to the concept of activation energy, fundamental in the study of chemical kinetics. Compares the related concepts of the Arrhenius activation energy, the activation energy at absolute zero, the enthalpy of activation, and the threshold energy. (CS)

Presented is an expression of opinion on the use of the discovery method in secondary school chemistry classes. The author believes that general rules (lemmas) should be given to students and then they should attempt to disprove the lemmas by observation of experiments. (Author/SA)

Presents responses to an earlier report concerning a procedure for the derivation of the Ideal Gas Law from Charles', Boyle's, and other gas laws. Logic errors and solutions that work are discussed. (CS)

Reports results of a study to assess ability of children from different age groups (N=144) to generalize two hierarchically related concepts (Insect and Animal) with and without instruction in the form of a mental set. Also examined effects of age, I.Q., and sex on ability to generalize these concepts. (Author/JN)

Presents selected information regarding the descriptive chemistry of the common metal ions and their compounds, including the concepts of process of solution, polar molecules, ionic size and charge, complex ions, coordination number, and the Bronsted-Lowry acid-base theory. (CS)

Discusses the lateral magnification-angular magnification relationship in the case of a simple magnifying lens. This discussion intends to show how the relationship can be treated in undergraduate optics courses as well as in many general physics courses. (HM)