Describes results and experiences of four field-course experiments designed to explore the relationships between animals and their physical environment. Reports on the response of animals to flow rate of water, relationship between size and rate of locomotion, and mathematical and physical techniques used to study how animals live. (RT)

Describes a fieldwork project in archaeology for teachers. Discusses one teacher's involvement in the Nevada program including field techniques and the development of a classroom lesson. Gives an address for obtaining information about the program. (CW)

Presents experiments which show that in electrostatics there are logical reasons for describing charged materials as positive or negative. Indicates that static and current electricity are not separate areas of physics. Diagrams of experiments and circuits are included. (RT)

Discusses a research project of testing detergents that resulted from students' classroom observations of and questions about water pollution and suds. Outlines procedures and responsibilities necessary for conducting the experiment. A sample student data sheet is included. (RT)

Discusses the missing water on Mars. Describes five experiments simulating conditions on Mars: (1) behavior of dry ice; (2) low-pressure vacuum; (3) freezing point depression; (4) water in hydrated minerals and clay; and (5) properties of carbon dioxide. (YP)

Discusses simple analysis of urine in the classroom. Describes the materials and procedures for the analysis. Provides a laboratory report giving characteristics of: (1) odor, color, and clarity; (2) specific gravity; (3) sediment; (4) test strips; and (5) albumin and phosphates. (YP)

Discusses an organic laboratory program emphasizing individual experiments for the second semester of a two-semester course. Describes the outlines of two topics, including halide or alcohol synthesis and multistep synthesis. Provides reaction tables of alcohols and halides. (YP)

Children should learn early that science is about doing, about experimentation, and not about recalling facts. This article suggests science curriculum ideas that emphasize process and discovery. A sample lesson plan employing the scientific method is given as well as a resource list that contains suggested sources for experiments. (IAH)

Presents two demonstrations: heatwave focusing by concave reflectors and wave speed on a string. Describes the apparatus, and procedures for the demonstrations. (YP)

Introduces a method for two-dimensional kinematics measurements by hanging marbles with long strings. Describes experimental procedures for conservation of momentum and obtaining the coefficient of restitution. Provides diagrams and mathematical expressions for the activities. (YP)

Demonstrates the inverted image, the chromatic aberration, and the floaters of the eye using an opaque 35mm film container with a small pinhole poked through the bottom. Describes the observation of Haidinger's brushes using polarized light. (YP)

Discusses a demonstration of interference phenomena using three sheets of polaroid material, a light source, and a light meter. Describes instructional procedures with mathematical expressions and a diagram. (YP)

Describes a three-week summer program teaching selected chemistry faculty how to incorporate polymer chemistry into chemistry courses. In addition to lectures, the program conducted many experiments and provided a trip to industry laboratories. (YP)

Describes an air track experiment demonstrating the transfer of mechanical energy from elastic potential to kinetic. Discusses four methods for calculating energy stored in the spring. Included are pictures, typical data, and graphs. (YP)

Provided are two demonstrations for an introductory course in chemistry. The first one emphasizes the observation and the interpretation of facts to form hypotheses during the heating of a beaker of water. The second demonstration shows the liquid phase of carbon dioxide using dry ice and a pressure gauge. (YP)