Outlines a procedure used to develop a written diagnostic instrument to identify misconceptions and misunderstandings of the chemistry topic. Reports the characteristic data for the instrument, and student understanding of covalent bonding and structure. (Author/YP)

Describes the use of the polygenic trait of total fingerprint ridge count in the classroom as a laboratory investigation. Presents information on background of topic, fingerprint patterns which are classified into three major groups, ridge count, the inheritance model, and activities. Includes an example data sheet format for fingerprints. (RT)

Cites beach debris projects implemented by the states of Oregon, Texas, and North Carolina. Credits the success of Beach Sweep '88 to the establishment of five primary goals, the zone captain strategy, and the use of data cards. Provides an example data card, classroom activities, and alternatives to balloon launches. (RT)

Discusses aspects of using anecdotes in the classroom including vividness, the downside, high inferential risks, and low inferential risks. Reviews research underpinnings. (MVL)

Explains a lesson in which the scientific method is used as a teaching strategy. Discusses when this approach can be used, the interdisciplinary method, and sample science concepts that can be appropriately taught this way. (RT)

Explains the development of a science program which was initiated to help students, parents, and other teachers appreciate science. Provides a list of materials needed, procedures, questions, and objectives for performing two of the 30 activities used in the project. (RT)

Explained is a representation of the three categories of spectra. Discusses what a lesson on spectra should include, background information, and equipment needed. Provided is a diagram of an absorption box. (RT)

Suggests creating a biological park to stress the interrelationships between plants and animals. States that the techniques of a zoo should be applied to paleontology, anatomy, anthropology. Gives advantages of this creative concept. (RT)

Develops a LOGO approach for explaining physics concepts using the microcomputer. Explains the usefulness of LOGO for programing physics problems. Lists several LOGO programs with programing explanations to explain physics concepts. (MVL)

Discusses the emergence of the biology curriculum which replaced physiology, zoology, and botany in high school science courses and supplanted an early form of general science known as natural history. (RT)

Demonstrates a variety of electrical phenomena to help explain atomic structure. Topics include: establishing electrical properties, electrochemistry, and electrostatic charges. Recommends demonstration equipment needed and an explanation of each. (MVL)

Describes two demonstrations (1) a dust explosion using a coffee can, candle, rubber tubing, and cornstarch and (2) forming a silicate-polyvinyl alcohol polymer which can be pressed into plastic sheets or molded. Gives specific instructions. (MVL)

Uses paper chromatography with food dyes to provide a simple and inexpensive basis for teaching chromatography. Provides experimental methodology and tabled results. Includes a solvent system comparison (Rf) for seven dyes and twenty-two solvents. (MVL)

Describes an academic-based summer program designed to prepare students for high school chemistry. Discusses motivational techniques, feedback, drills, competitions, and tutoring sessions. States that increased enrollment in chemistry, student achievement on post-program test, and the number of Blacks interested and succeeding in the sciences are…

Describes a teaching exercise used to demonstrate the importance of context in studying the ecology of animals. Uses the game of chess to examine the relationship between information and context and as an analogy with ecology. Discusses procedures, examples of results, and insights gained from this activity. (CW)