At ages 11-15, 25 intellectually highly-able youths studied high school biology and 12 studied chemistry intensively for 3 summer weeks, after which their median score on the College Board's achievement test was 727 (biology) and 743 (chemistry). Implications of these and other results for science instruction are discussed. (JN)

Provides background information for teachers on the chemistry of flourine. Points out that it links aerosols with refrigerants, anaesthetics with fire-fighting agents, batteries with blood substitutes, and atomic energy with the steel, petroleum, and aluminum industries. (JN)

Provides information of various astronomy software. Each entry includes title, source, type of microcomputer on which the program will run and very brief descriptions. (JN)

Discusses a classroom study that assessed the science achievement of a group of high school students after a full year of geologic instruction. Reports that test scores significantly improved and concludes that geology was an effective science achieving experience for the group tested. (ML)

Suggests using a vortex generator to produce tornados in the classroom. Instructions for making the generator and for producing the tornado are provided. (JN)

Shows how air flows around a sail, explaining why a dinghy is able to move toward the wind rather than be blown backwards. Also illustrates the effects of alternating the angle of a sail, using different sail shapes and using a rig consisting of two sails. (JN)

Shows that the angle of projection of a bullet is not the same as the angle of the bore of the firearm just before firing. Includes an equation that is useful when considering the firing of bullets and arrows in the air. (JN)

Provides instructions for preparing, processing, and viewing single-beam reflection holograms in science classrooms. Indicates that the process is simple to demonstrate and moderate in cost. A description of the required equipment (optics table, laser, mirrors, lens, filmholder/plateholder, recording materials, and darkroom chemicals/equipment) is…

Errors in determining the effectiveness of mouthwashes, disinfectants, and other household products as antibacterial agents may result from using broth cultures and/or irregularly shaped bits of filter paper. Presents procedures for a better technique and, for advanced students, two additional procedures for introducing quantitative analysis into…

For the past three years there has been a decrease in the number of third year girls opting to continue studying physical science at Ellis Guilford school. Various methods to resolve this trend at the school are discussed. They include creating single-sex teaching groups for physics/chemistry and revising physics/chemistry syllabi. (JN)

Describes a project-type experiment in which students each try to find the color indicator present in a particular flower. The philosophy of conducting such an experiment and procedures used are included. (JN)

Describes an extremely simple technique (using only Dreiding or Framework molecular models, a flashlight, small sheets of glass, and a piece of cardboard) which produces extremely accurate line drawings of stereoscopic images. Advantages of using the system are noted. (JN)

Advocates taking students on field trips to highway roadcuts to illustrate various geological principles. Photographs of three roadcuts (with sample objectives and questions/answers for students to answer) are included. Also included are suggestions for preparation, safety, and activities during such field trips. (DH)

Misconceptions can be avoided by defining terms and concepts unambiguously, using them consistently with wide exemplification, and explaining their limits of applicability. Concepts used to illustrate these points include work, momentum change, bodies and experience, and bodies and particles. (JN)

Fourth-year students in eight classes were tested over a three-year period to determine the ease or difficulty with which they learned the conservation principle. A major focus was on ideas they held about the nature of energy before beginning the course. Results and implications for physics instruction are presented. (JN)