Conducted a study similar to Fryback and Daugs' experiments among 15 sixth grade classes, using Cloze procedure to measure gains and a teacher rating to evaluate teachers. Indicated the absence of significant differences in pupil gains through the use of either one- or five-level materials. (CC)

Describes the origin of the Moon on the basis of the Apollo expeditions as an accumulated gas sphere at its very beginning and, later, a satellite captured by the Earth. Indicates that the model would be substantially believable if further observations should be proved to exist as estimated. (CC)

Summarizes chemical information about the lunar surface on the basis of experiments performed in orbit and analyses of lunar soil and rocks. Indicates that the Apollo program completes chemical mapping of about 20 percent of the Moon with 80 percent remaining to be solved in the future. (CC)

Presents a brief explanation of the solar system, including planets, asteroids, satellites, comets, planetary orbits, as well as, old and recent cosmogonic theories. Indicates that man is nearer a solution to the origin of the planetary system than ever before.

The virgin forests supply a wealth of knowledge and information concerning soil conditions, climate, etc. which can be readily ascertained from simple experiments. (DF)

By investigation it can be shown that life partnerships are founded on the collaboration between each species of animals and plant-life, and that only those species which integrate themselves into the whole can find their natural places in a forest. (DF)

Describes geography of the moon. A brief history of selenographic history is given and basic features including lunar seas, mountains, craters, rays, and faults are described. Lunar photographs are included. (JM)

Discusses development of courses in general oceanography at university levels. Designed for preservice elementary and secondary school teachers and general education students, the suggested courses are appropriate for inland as well as coastal universities and for instruction in the social and cultural impact of science. (JM)