Describes five activities designed to help students recognize and appreciate the factors directly involved in the process of fossilization. (JR)

Discusses the rules of an academic game which helps students learn the reaction sequences in organic and synthetic chemistry. (CC)

Discusses the use of a board game, Reversi, in a class of nonphysics majors to explain the investigative techniques of physics by analogy. (CC)

Describes an exercise in which senior high school biology students used a computer to simulate genetic mapping. The exercise was designed to enhance the students' grasp of the concepts of linkage and crossing-over. (JR)

Describes the experimental procedures for isolating fungi and demonstrating their tolerance of fungicides such as creosote and organic mercury. (JR)

Presents theoretical fundamentals of the experiment on the multiple reflection of helium-neon laser beams from a black-surfaced mirror. Further applications to student projects are indicated. (CC)

Discusses the implementation of student projects at the university of York, including evaluation techniques and economic and technological aspects covered in project work. Indicates the presence of two types of research activities: the project related to staff members' work and that not related to work generally undertaken in the department. (CC)

Discusses the definition and characteristics of student projects conducted in polytechnics, including evaluation techniques and a description of possible topics. Indicates that the project method is also used in course work leading to the Higher National Certificate and the Graduate Membership of the Royal Institute of Chemistry. (CC)

Discusses two types of historical projects conducted by O-level pupils at Clifton College: studies of famous chemists and projects on the development of industrial chemicals. Indicates that a project in the history of chemistry is characterized by its practical and philosophical approach to chemistry study. (CC)

Discusses teaching of two project experiments to nonscience students who were asked to measure the acceleration of a system any way they could and investigate any phenomena that they thought might follow a Poisson distribution. Indicates that physics learning performed outside the physics building is the experiment highlight. (CC)

Discusses physical phenomena which can be demonstrated by using a coffee cup, involving the short-range field, alpha-particle scattering, standing waves, and Bohr's closed electron orbits. Indicates that observation of the physics of the classroom in everyday objects can attract student interest in physics learning. (CC)

Discusses the use of two television sets with UHF coverage and a window screen or aluminum foil reflector to conduct a take-home experiment in physics. (CC)