Provides a two hour experiment using direct gravimetric methods to determine solubility constants. Provides methodology and sample results. Discusses the effect of the common ion on the solubility constant. (MVL)

Explores how constructivism is important to changes taking place in physics education, especially in curriculum development and teaching. Presents an example illustrating children's conceptions of light. Twenty-six references are listed. (YP)

Investigates whether elementary children can compare forces by comparing numbers of weights used in spring and balance problems. Reports that children did not identify weight and force, but they were able to use the ratio between the numbers of weights to compare forces. Suggests some instructional methods based on the findings. (YP)

Defines and discusses jerk, the time rate of change of the acceleration. Presents some cases of jerk with mathematical expressions. Provides questions and problems for classroom use. Lists seven references. (YP)

Describes a lesson in science in which students conduct an experiment involving quantitative variables. Outlines the scientific method and the use of ratios to solve proportional reasoning problems. (RT)

Compares the relative effects of hands-on and teacher demonstration laboratory methods on declarative knowledge and procedural knowledge achievement. Reports that students in the hands-on class were better on the procedural knowledge test than students in the demonstration class. (Author/YP)

Summaries of the interim report of the working groups for mathematics and science are presented. Describes the list of attainment targets for science 5 to 16, assessment proposals, the attainment targets for technology 5 to 11, and a timetable. (YP)

This review of 20 studies examines 3 predictions concerning the effects of conceptual models on students' understanding of scientific prose: (1) that models improve recall of conceptual information; (2) that they decrease verbatim retention; and (3) that they increase creative solutions on transfer problems. (SLD)

Reviews the problem of certain logical and conceptual shortcomings in textbook presentations of the energy concepts in introductory physics. Discusses concepts and principles related to thermodynamics and echanics. Provides many formulas and diagrams. (YP)

Follows the increase of the pH in a solution of vinegar during neutralization with commercial antacid tablets. Provided are background information, equipment details, procedures, and details of the data analysis. (MVL)

Discussed is a method to teach undergraduate students how to complete a conceptual design. Presents three tools to use: (1) how to use order-of-magnitude arguments to simplify problems, (2) how to derive design heuristics, and (3) how to decompose large problems into a set of small, simple problems. (Author/MVL)

Reports on the assessment of student thinking in the area of commitment to the laws of conservation of matter and energy during a study of conceptual change among introductory chemistry students. States four conditions upon which strategies for conceptual change are based. (RT)

Describes two demonstrations: 1) the effect of polarity on solubility using sodium dichromate, TTE, ligroin, and water to form nonpolar-polar-nonpolar layers with the polar layer being colored; 2) determination of egg whites to be yellow by determining the content of yellow colored riboflavin in the egg white. (MVL)

States that students have misconceptions about the principles of mechanics internationally providing examples and two problems. Describes Nachtigall's program to train teachers and reports its application to classroom teaching. (YP)

Discusses some difficulties in teaching the concept of voltage to secondary school students. Presents and describes the content of a teaching sequence introducing voltage as a primary concept through relationships with other variables. Provides an example of the delivery of the teaching model. (YP)