This paper is the second of a two-part series which discusses the findings related to laboratory segments in the beginning crop science courses offered in Land Grant institutions. Survey results reveal that laboratories are used but employ traditional teaching rather than individualized or auto-tutorial techniques. (ML)

Reviews a study which sought to assess the influence of field activities, as compared to classroom-contained activities, upon students in an earth science laboratory course. Test results indicated that both groups had identical levels of lower-order learning but the field-oriented group demonstrated higher levels of understanding and application.…

Presents the results of a review of chemistry textbooks aimed at finding values for the equilibrium acidity constant for water and the hydronium ion. Only three of 23 give correct quantitative values for water and none for hydronium. Provides calculations of the constant for both water and the hydronium ion. (JM)

Describes a comparison of scale of laboratory with respect to time efficiency. Compared full scale and one-tenth scale Grignard reactions with full scale averaging 330 minutes to completion and scaled-down averaging 204. Savings are seen in air pollution, toxicity, solvent cost, and time. (JM)

Discusses the role of semiclassical theory in chemical physics both as a computational method and conceptual framework for interpreting quantum mechanical experiments and calculations. Topics covered include energy wells and eigenvalues, scattering, statistical mechanics and electronically nonadiabiatic processes. (JM)

Presents a step-wise approach to introducing computer-assisted drill into a college-level preparatory chemistry course. Describes identification of need, choice of computer system, software development, program evaluation, and future directions. (JM)

Proposes an analog circuit for use in sedimentation analysis of finely divided solid materials. Discusses a method of particle size distribution analysis and provides schematics of the circuit with list of components as well as a discussion about the operation of the circuit. (JM)

Describes use of a Fresnel biprism to demonstrate double-slit interference with polarized light. Discusses polarization and phase properties of a randomly polarized gas. (JM)

Describes a college-level course designed to increase students' scientific, technological, and ethical literacy. The course has no prerequisites and satisfies either a science or humanities elective. Course content and teaching methodology are included. (JN)

Procedures for preparing density gradient columns for chemical displays are presented. They include displays illustrating acid-base reactions, metal ion equilibria, and liquid density. The lifetime of these metastable displays is surprising, some lasting for months in display cabinets. (JN)

Outlines the advantages and disadvantages of using electronic spreadsheets for grade keeping. Offers suggestions for selecting a computer and software programs. Provides examples of spreadsheet printouts. (ML)

Provides summary results on a copy of the questionnaire completed by 91 physiology department chairmen. Also includes tables with data from past surveys for comparative purposes. Areas addressed include faculty, unfilled positions, training support, postdoctorates, salaries, space assigned to department (excluding lecture halls), and others. (JN)

Presents the background and rationale for the Science as a Way of Knowing Project. Also offers suggestions for incorporating the teaching of science as a way of knowing into science classes in general and in the teaching of evolution in college courses in particular. (JN)

Examines the extent to which technology and applied physics should be included in introductory physics courses. Areas explored include the meaning of applied physics, the nature of pure and applied physics, and applied physics as viewed by a scientist, an educator, and society. Implications for the physics curriculum are addressed. (JN)

Offers various reasons why the study of parasites and the diseases they cause should be incorporated into classroom biology discussions. Examples of several parasitic diseases and their ecological significance are provided. (JN)