Some of the background factors and deleterious effects of oil spills are discussed. A classroom activity which demonstrates an oil spill, how the oil affects feathers, and one clean-up method is presented. A list of recent oil spills and three additional resources are included. (CW)

Discussed is an activity designed to teach small mammal ecology and the scientific method using fluorescent dyes and pigments. Procedures for analyzing home ranges and social organizations are described. A list of 16 references is included. (CW)

Describes two working models of moths that can be used to test the eyespot function as an aversive property. Uses simple mechanical and electrical models as the "moths" and wild birds as the predators. Includes diagrams, methods, models, validation statements, and a discussion. (RT)

Examines the dynamics of 12 student-teacher writing center conferences to determine: (1) if conferencing models based on professional writers' practices occur in the writing center context; (2) if content focuses on discourse- or surface-level issues; and (3) tutors' perceptions of conference effectiveness. (MM)

Argues that if writing centers are to remain homes of flexible, student-centered instruction, tutors have to be able to deviate from their usual patterns of instruction under special circumstances. Suggests a multi-variate approach to identify and gain perspective on the rigid approaches student respondents and tutors assume during the writing…

Described is a laboratory activity in which high school students may perform a karyotype analysis of their own chromosomes. Materials and procedures are detailed. A source of materials for this exercise is provided. (CW)

Described is an advanced undergraduate laboratory course which gives students an opportunity to grasp the material better than in the segmented approach. A list of required experiments and a discussion of the evaluation of the course are provided. (CW)

Court rulings have established three basic responsibilities school systems must meet in science programs: (1) inform students about the hazards they might encounter in a science class; (2) provide a safe learning environment and properly maintained equipment; and (3) ensure adequate supervision. Outlines a four-point school safety plan. (MLF)

This paper includes a general account of the biology of the brine shrimp, instructions on how the organism may be cultured, the results of some experiments on the ecology and population biology of the species, and some suggestions for further studies. (Author/CW)

Presented is an exercise for high school students which illustrates the principle and practice of measuring energy flow through a community. Included are worksheets, instructions, a flow diagram, and a list of ecosystem parameters. (Author/CW)

This was an experiment to test the extended discretion laboratory approach versus a guided-inquiry approach for teaching biology in a university setting. Among three criterion variables (examination, reports, and quizzes), only the laboratory report scores showed differences between groups and group-by-instructor interaction. (Author/YP)

Describes an approach to devising realistic laboratory projects to enhance research training for undergraduates. Students replicate all or part of an experiment from a core article that provides the framework for the research project in terms of scope, method, and reporting. Advantages and limitations of the method are discussed. (GEA)

Outlines a graduate course, "Microbial Systems Analysis," for students in chemical and environmental engineering or engineering mechanics, as well as microbiology, ecology and biotechnology. Describes the objectives, structure and laboratory experiments for the course. (YP)

Discussed is the historic development of Snell's law and derivation of the law without using mathematical expressions. Describes laboratory procedures using diagrams. (YP)

Summarizes research on inquiry and investigative strategies for teaching laboratory science. Concludes that meaningful laboratory instruction is distinguished by: student engagement in science inquiry processes, student manipulation of experimental materials, and the experiential teaching of specific scientific concepts. (RT)