Describes a simulation of the results of real experiments which use different strains of Escherichia coli. Provides an inexpensive practical problem-solving exercise to aid the teaching and understanding of the Jacob and Monod model of gene regulation. (Author/CW)

Describes a simple high-performance liquid chromatography experiment for undergraduate biochemistry laboratories. The experiment illustrates the separation of polypeptides by a step gradient elution using a single pump instrument with no gradient attachments. Discusses instrumentation, analysis, a sample preparation, and results. (CW)

Describes an experiment in which students are given a naturally occurring oligosaccharide as an unknown and are asked to determine both its monosaccharide composition and its structure. Discusses methods and experimental techniques including thin layer chromatography and the use of enzymes. (CW)

Describes an elementary school's garden program, which attempts to integrate instruction in science and nutrition. Discusses some of the projects developed at the garden by the students. (TW)

Discusses ways that chemists have traditionally used models to represent chemical structures. Suggests new ways to construct three-dimensional models of receptor sites using thermoplastics or heavy aluminum foil. Provides sketches and photographs of several models. Points out the advantages of using such models over traditional two-dimensional…

Discusses the need for student research-type chemistry projects based upon "unknown" metal complexes. Describes an experiment involving the product from the reaction between cobalt(II) chloride, ethane-1,2-diamine (en) and concentrated hydrochloric acid. Outlines the preparation of the cobalt complex, along with procedure, results and…

Reports on the results of a University of Arizona experiment that used electronic mail to supplement traditional modes of student/instructor interaction in four courses in electrical and computer engineering. Results indicated that students liked electronic mail to supplement their discourse with their instructors. (TW)

Examines ways in which description and explanation are used in science teaching, including word usage and the role of activities. Considers the desirable characteristics of explanation for teaching purposes. Raises major questions about explanation in science education. Shows the need to make a clear distinction between description and…

Describes a 15-week course in the fundamentals of microelectronics processing in chemical engineering, which emphasizes the use of very large scale integration (VLSI). Provides a listing of the topics covered in the course outline, along with a sample of some of the final projects done by students. (TW)

Discusses the need to integrate management and technology in engineering education programs. Describes the undergraduate management and technology program at the University of Pennsylvania. Outlines both the four-year and five-year options, describing two integrative courses that were developed specifically for the program. (TW)

Presents an overview of biochemical education in China, including a description of the overall Chinese educational system. Summarizes workshop sessions which dealt with teaching objectives, teaching methods, self-instruction, and the education of graduate students (including the use of "dry" laboratory exercises and research…

Describes nine chemistry demonstrations that can be done using an overhead projector. Includes demonstrations on common ion effect, crystal formation from supersaturated solutions, making iron positive with nitric acid, optical activity, carbon dioxide in human breath, amphoteric hydroxides, the surface tension of mercury, and natural acid-base…

Suggests the development of curriculum materials on the applications of physics to traffic accident investigations as a theme for teaching mechanics. Describes several standard investigation techniques and the physics principles involved, along with some sample exercises. (TW)

Reports on a study of teacher education programs for science teachers in New England. Focuses on data regarding the amount and types of science content and secondary science methods courses, program emphasis in science content, science processes and methods, science teaching techniques, and effectiveness of science preparation. (TW)

Calls for differentiating between three kinds of studies of students' conceptions in science, namely descriptive studies, explanatory studies, and studies attempting to foster conceptual change. Cites the literature about student perceptions and science instruction. (TW)