Lists a series of thought questions to stimulate a student to undertake his own interdisciplinary exercises to correlate his learnings in his own way. The statements are designed to challenge the mind, in order to develop a personal framework on topics such as life, the meaning of man, and the evolution and bondage of social structure. (BR)

Reports on research to see if value clarification would affect student attitudes toward science and biology and improve achievement in a BSCS Yellow Version biology course. Results indicated higher achievement by the group exposed to value clarification but no significant difference in attitudes between this group and the control group. (BR)

Presented are the main features of lung histology as a source for biology teachers. Includes background material on the lung as well as labeled photographs and drawings. (BR)

Describes an approach to chemistry for sixth form students which incorporates many practical applications of chemistry in the areas of pollution, drug problems and other areas. (BR)

Presents the intention of the GCE Examination Boards to increase the use of systematic chemical nomenclature and predicts the impact this increase will have on communication within the discipline and with the general public. (GS)

Provides background information on demography to encourage implementation of population education in secondary classrooms. Included is a pretest-posttest to determine knowledge levels on basic population facts. (BR)

Describes the use of balloon models to illustrate chemical bonding in atoms. (BR)

A new system for the experiments on intermolecular forces is presented in the interest of laboratory safety. (GS)

Urges that biology teachers include the study of genetic anomolies, some very simple aspects of pedigree analysis, and related problems in order to produce citizens who are aware of the impact of science on their lives. (PEB)

Describes an individualized group testing procedure which enables the teacher to evaluate content reading skill proficiency as well as the achievement of specific objectives. (PEB)

Presents the objectives of the MAB program, describes "core" material that makes the program of international value, and reports a feature wherein scientists are being asked to make broad social judgments about the work they are doing. (GS)

Describes the cell membrane in detail and presents a mosaic model to explain membrane functioning. (BR)

Deals with the subject of laser hazards, laser hazards control, and laser safety practices in the laboratory. Describes four categories of hazards: radiative, electrical, explosive, and toxic, and explains the status of federal regulations that seek to define lazer hazards and control safety standards. (Author/GS)

This is the final test for students in the ninth-grade science course offered in Alberta (Canada) schools. Intended for administration during June 1985, it contains 75 multiple-choice questions. Ninety minutes are allowed for completing the test. An answer key is not included. (JN)