Describes a procedure for starting tree cuttings from woody plants, explaining "lag time," recommending materials, and giving step-by-step instructions for rooting and planting. Points out species which are likely candidates for cuttings and provides tips for teachers for developing a unit. (JM)

Describes the use of a 35-millimeter camera with color slide film to produce photographs of constellations, star trails, bright comets, aurorae, and meteor showers. Discusses film speed, lenses, f-stop settings, exposure times, and other items related to astrophotographic technique; provides ideas for use of slides in the classroom. (JM)

Provides examples of science activities in which children use their senses in manipulating objects and ideas. Suggests that these and other activities be extended to help children deepen their understanding of scientific concepts. (JN)

Describes chemistry courses offered as part of a residential summer enrichment program held at the University of Northern Colorado. A list of elementary and advanced chemistry activities completed during the courses is included. (JN)

Briefly describes some of the more recent developments in the use of human hairs for such instructional purposes as observing barr bodies and chromosomes, and for culturing to produce cells of both epithelial and fibroblastic morphology. Three main hair categories are also described. (JN)

Described are 13 physics experiments/demonstrations applicable to introductory physics courses. Activities include: improved current balance, division circuits, liquid pressure, convection, siphons, oscillators and modulation, electrical resistance, soap films, Helmholtz coils, radioactive decay, and springs. (SL)

Outlined are 10 experiments, demonstrations, and helpful hints for elementary science classes utilizing common, inexpensive materials. Topics include mixing colored lights, detergents, weightlessness, solar energy, and hydrogen gas. (SL)

Described is a method of planning and evaluating a science learning center and learning center activities. (SL)

Notes that teaching science to disadvantaged preschool children requires the teacher to direct the instructional program so the children discover answers to their questions. Activities and problems should be as realistic as possible and emphasize the children's needs as well as their interests. (Author/AM)

Describes physics experiments and apparatus construction for studies in astronomy, electricity, wave measurement and speed, the behavior of steel, and intermolecular forces. Includes a detailed description of how to simulate apparent trajectories of the moon and sun. (CS)

Describes a one-week camping trip to Acadia National Park (Maine) as a non-credit educational experience. Includes activities such as population studies in intertidal zones, wild life sketching, nature list hikes (forest devastation by fire, beaver ponds, glacial ponds and streams), fishing and clamming rips, and student projects. (CS)

Explains an upper elementary game of tag that illustrates energy flow in food webs using candy bars as food sources. A follow-up field trip to a river and five language arts projects are also suggested. (CS)

Suggests that the effectiveness of non-directive, activity-centered teaching methods can be enhanced when the teacher spends less time interacting with students and more time observing them. (MLH)

Described is a science activity for impressing upon students the complexity and the delicacy of interactions between organisms and the environment. (Author/SL)