Describes the process of developing an environmental education program that uses high school science students as mentors to elementary students. (MKR)

Describes a research program that monitors the air for pollen and molds. (MKR)

Presents a model that integrates high school science with the needs of the local scientific community. Describes how a high school ecology class conducted scientific research in fire ecology that benefited the students and a state park forest ecologist. (MKR)

Uses common equipment (tea kettle and vacuum bottles) to precisely measure the specific heat, latent heat of fusion, and latent heat of vaporization of water. Provides descriptions for all three experiments. (MVL)

Students construct a Sierpinski gasket from resistors and measure its resistance as a function of size. Provides a brief review of what it means geometrically for the Sierpinski gasket to be fractal, followed by an explanation of how to analyze the electrical resistance on a gasket to find its fractal behavior. (MVL)

Describes how liquid nitrogen is attracted to the poles of neodymium magnets. Nitrogen is not paramagnetic, so the attraction suggests that the liquid nitrogen contains a small amount of oxygen, which causes the paramagnetism. (MVL)

The emphasis of this field study is on the management of natural resources with the specific goal of multiple-use management for a selected woodlot. Working in small groups, students observe, identify, and measure various characteristics of the forest in order to generate a management plan. (LZ)

Presents John Collier's "Problem-Solving Loop" as a structure for finding the most acceptable solution to any problem. Describes a project that uses the problem-solving loop to analyze some problems outside the classroom related to kinematics and dynamics. (JRH)

Describes instructional strategies and activities to help students learn about brain structure, development, and function. Lists five resources. (eight references) (JRH)

Provides guidelines for translating university science laboratories into middle school science activities. The need for guidelines is based on the authors' discovery that teachers teach what they were taught. Discusses six expected outcomes of middle school science activities: developing science concepts; practicing process skills; quantitative…

Describes two high school courses, "Chemistry of Technology (Chem Tech)" and "Physics of Technology (Physics Tech)," that emphasize multidisciplinary learning through applicative, hands-on activities. Provides course descriptions, lists the advantages of using a unified science-technology model, and discusses limitations of…

Author describes five self-developed activities that utilize readily available materials to help students understand surface tension in liquids. The hands-on activities allow students to see that strong bonds hold molecules together in a liquid and the molecules seem to stretch producing a "skin" at the surface of liquids. (PR)