Results obtained from a test administered to form five Nigerian students (aged 15-17) indicate that misconceptions in physics appear to be widespread among these students in roughly the same way as among South African students. Possible causes of these misconceptions are outlined and discussed. (JN)

Describes a student science exposition which includes individual research and team competitions, noncompetitive student exhibits, films, tours, workshops, and social events. Indicates that this combination of activities makes the exposition a real science "fair." (JN)

Discusses various issues related to colorblind students performing titrations with visual indicators. Includes tables showing precisions in the titration of a weak acid by colorblind students using phenolphthalein and thymolphthalein and in the titration of a weak base by colorblind persons using methyl red and bromcresol green. (JN)

Background information on the biology of myxomycetes is provided, examining their life cycle, identification, isolation, taxonomy, and ecology. Also provides suggestions for laboratory investigations and project work related to these and other topic areas. Among the suggestions are distribution, plasmodial, phenological, habitat, food preference,…

Examines the origin of the names (or etymologies) of the chemical elements. Includes tables listing elements: (1) with names of obscure origin; (2) named for colors; (3) named after real or mythical people; (4) named after places; (5) named after heavenly bodies; and (6) having names of miscellaneous origin. (JN)

Gives examples on the applications of arithmetic, geometry, and some calculus, vector algebra, and mechanics to ball games. Suggestions for further interesting investigations are provided together with references to other articles and books on applications of mathematics and physics to ball games and sports in general. (JN)

Why does a football thrown with a spin keep its axis pointing along its trajectory? (It's most obvious in a long, soft pass. Even with a wobbly pass the ball's axis wobbles around the line of its trajectory). The answer to this question is provided. (JN)

The three-phase study described involved: (1) diagnostic investigation of students' views about structure in chemistry (after studying chemistry for half a year); (2) development and implementation of a program designed to present some misconceptions identified in the first stage; and (3) an evaluation of the program. (JN)

Describes (in five separate articles) successful programs across the country in which business and education have paired up for the benefit of both. They include an intensive six-week summer program in which students join an Iowa State University research team (funded by the Iowa Utility Commission). (JN)

Discusses learning modalities and learning styles in science education. Learning modalities characterize the way the brain takes in information (input) and restructures/expresses the information (output). Learning styles are ways that information is processed once it is obtained. Examples (including Kolb's "Learning-Style Inventory") are included.…

Discusses the use of student profiles in recording student progress related to science processes and skills, indicating that profile reporting is a fundamentally different way of describing and monitoring academic progress. Implications for the science curriculum are considered. (JN)

Describes an activity which demonstrates standing waves in air generated by a loudspeaker driven by an audio oscillator. The waves are detected by cool spots on a glowing nichrome wire contained in an inexpensive piece of equipment. Also describes activities involving analysis of kinematics through data taking and graphing. (JM)

Describes and lists sources of ideas for classroom activities in geology. Activities focus on Mount St. Helen's, maps as models, volcanos, and igneous processes. (JM)

Provides samples of photographs from the book "The Making of a Continent." Photographs, representing a geological feature on the earth's surface, are accompanied by diagrams illustrating how the features were formed. (JN)

Describes new methods of collecting and examining ciliates, particularly those found in the sediments of lakes, rivers, and estuaries. Discusses extraction methods in preparation for observations in the classroom. Suggests investigations of ciliate ecology as an area of increasing research interest. (JM)