Describes a teaching technique of playing BINGO to simple alkane nomenclature and many possible variations. (WRM)

Explains the procedure of constructing a geological timeline pit for elementary and secondary science classes. Presents a follow-up activity and discusses the impact of fossil pits. (YDS)

Introduces three design challenges for fourth, fifth, and sixth grade students created by the Challenger Center for Space Science Education. Presents information on Space Day and the National Classroom and provides Internet site addresses. (YDS)

Describes a project on culturing shrimp. Presents observational labs and the experimentation procedure. Provides general information about shrimp, their life span, optimum temperatures, and other important information. (YDS)

Explains how to do a science fair project and lists the necessary steps. Provides Internet resources. (YDS)

Presents a method for measuring the speed of light using a laser pointer with adjustable focus as the signal carrier, a signal generator to modulate the light beam, and a student oscilloscope to detect the phase shift. (Author/CCM)

Identifies misconceptions concerning the effect of gravity on planetary motion and attempts to foster conceptual change through the hands-on, informal environment of a science museum. (Author/CCM)

Describes a quantitative approach to the demonstration that the energy of a photon is proportional to its frequency. (CCM)

Finds that quick estimates or mental calculations are usually easier if distances are stated in focal lengths and the equation is written as a function of magnification. (CCM)

Explores the use of computer simulation/modeling programs for teaching a variety of science concepts. (Author/CCM)

Presents a role-playing activity designed to teach participants about the relationships between different members of an aquatic food chain. (WRM)

Presents an adaptation of an owl pellet activity that was developed to increase student interest in math and science. Provides a hand-out for student use. (YDS)

Serves as a starting point for discussions that intend to define the mechanisms and rationales for the inclusion of the history of science in the science curriculum. Initiates dialog between the producers and consumers of these learning opportunities. (DDR)

Documents the process of building an area at a school that allows students to gain an appreciation of biology outside the classroom. Discusses several issues that should be considered before undertaking such a project. (DDR)

Introduces a science days project run by the University of the West of England. Reports on student and teacher experiences. (YDS)