An experiment on children's perception of urban distance is described, focusing on the study's methodology and analyses. Suggests that the methodology/analyses could be used by sixth-formers providing a means by which sixth-formers can develop their own examinations of urban distance perception. (JN)

Highlights a student project to study heat loss in a high school. Project goals, excerpts from project recommendations (indicating that several have been implemented in the school), and project activities are described. Points out that the project was successful in terms of teaching physics in a practical nature. (Author/JN)

Discusses a role-playing technique used in a physics of music course that introduces students in a course for nonscientists to the thought processes and experiences of being a scientist. Students select a research project and present results as a journal article or an oral presentation at a scientific "meeting." (Author/JN)

An elementary school teacher and an architect taught six third graders some principles of designing ideal classrooms. These subjects' ability to observe and design environments was shown to be significantly greater than that of students in an uninstructed control group. (Author/WB)

Presents the methods and results of a nine-month study of wave characteristics and beach erosion conducted by students from East Hampton (New York) High School. Applications of the data to community planning and recommendations for teachers who wish to facilitate similar projects are offered. (WB)

Describes a unit on Ancient Greece designed to make social studies meaningful to fourth and fifth graders. Individual projects and group activities helped students learn about ancient Greek culture. (AM)

Suggests a project in creative stitchery, with yarn and burlap, as a way to relax learning disabled students and to help them with fine motor coordination, directionality, and self-image. Methods, objectives, and benefits of the project are listed. One of seven articles in this issue on fiber arts. (SJL)

Describes a college urban geography class project studying factors which determine the spacial distribution of the elderly in Baltimore, Maryland, and attributes of desirable housing sites for them. Students discussed problems and needs of the elderly, mapped their population distribution, and did field studies evaluating the adequacy of existing…

Changing television programing takes commitment, accurate information, and organized action. You and your students must supply the commitment, but several sources stand ready to help with accurate information and effective techniques. (Author)

Describes an undergraduate research program in biomedical engineering at the State University of New York at Buffalo. Includes goals and faculty comments on the program. Indicates that 58 percent of projects conducted between 1976 and 1980 have been presented at meetings or published. (SK)

Listed are 12 energy activities, experiments, and projects which some eighth-grade students performed in their classroom and local community before they helped install a solar heating system on the roof of an old house during school time and on Saturdays. The building conversion project is described. (KC)

Describes a project on the application of the laser which aims to stimulate the interest of undergraduate students in applied physics and to demonstrate the interaction between light and ultrasonic waves by building a simple laser communication system. (SK)

Describes an approach to teaching urban studies, in which students are required to complete an environmental impact study. Examines the social, economic, and environmental issues that this approach uncovers, and reports the outcomes of its application in an urban studies class at the University of Akron. (JP)

In addition to preserving the memory of one school year, high school yearbook staffs might consider creating and maintaining a reference room that contains the school's entire history. (RL)

Nineteen high school students in an experimental self-directed learning class were interviewed about their out-of-school learning projects: number completed per year; time spent; subject(s) studied; setting (individual or group); preferred project method; and motivation (desire for credit or other reason). (SJL)