Discusses the least squares technique and states the difficulty in finding suitable examples for using it in the chemical laboratory. Provides several least squares equations and the accompanying three dimensional drawings. Notes graphic lecture aids are available from the author as either slides or overheads. (MVL)

Provides a first experiment for college chemistry that provides insights into scientific procedures without presupposing any detailed knowledge of chemistry on the part of the student. Requires the student to measure successive masses and volumes and use these values to determine the density from the slope of the graph. (MVL)

Considers three questions regarding computer science courses: (1) Can performance be predicted?; (2) Does a solid mathematical background provide the student with an advantage?; and (3) Is gender a factor in performance or aptitude? Reports a strong math background was related to achievement in a beginning course while gender was not related. (MVL)

Describes a laboratory experiment using AMPAC (a computer program) in conjunction with infrared spectroscopy. The experimental procedure and a list of questions for discussion are provided. Typical data are presented. (YP)

Discussed are the results of a teacher training workshop on problem solving and classroom demonstrations. The materials and topics used in the workshop are listed. Suggestions for using problem solving and classroom demonstrations are provided. (CW)

Reviewed is the use of computer-assisted instruction in college science laboratories. Examples of computer interfacing are discussed. (CW)

Reviewed are some of the techniques being used in plant biotechnology laboratories. Described are tissue culture and genetic manipulation. Advantages and disadvantages of this approach and ethics and public concern issues are discussed. (CW)

Discussed are the background, objectives, statement of need, target population, program activity, budget, staffing, funding, problems, and evaluation of the project. Suggestions for the initiation of analogous programs are provided. (CW)

Discussed is the use of writing as a tool to monitor student growth and development. The value of writing to help overcome obstacles such as misconceptions and preconceptions is stressed. A concept map of a hierarchy of writing strategies is provided. Stressed is the value of writing in the development of process skills. (CW)

Discussed are similarities between college courses described as exemplary by the Society of College Science Teachers. Various strategies used to teach problem solving based on a three-stage model are highlighted. The process of identification of exemplary programs is discussed. (CW)

Presented are 12 biology experiments suitable for use in intermediate grade classrooms. Topics include plants, protists, fungi, animals, and osmosis. Provided are objectives, lists of materials, procedures, results, and explanations of the results. (CW)

Presented are the highlights and an analysis of The Neal Report on undergraduate science education. Included are an overview of the report and discussions and recommendations on laboratories; curriculum; industry/academic coupling; centers for instructional research and development; faculty exchange; teaching internships; and undergraduate women,…

The fundamental principles of the superconducting super collider are presented. Arguments for the construction of this apparatus and policy issues surrounding its construction are discussed. Charts of the fundamental atomic particles and forces and the history of particle accelerators are provided. An activity for discussing this controversial…

Discussed is the concept of global education as it relates to scientific literacy and science/technology/society education. The use of science as a model for global education is proposed. Included are suggestions for including global education in science curricula and teacher education. (CW)

Describes a study to evaluate the effect of the Energy Education Curriculum Program as perceived by elementary and secondary classroom teachers. Results indicate that energy education is taught in schools when materials and information are made available to the classroom teacher. (RT)