Investigates whether elementary children can compare forces by comparing numbers of weights used in spring and balance problems. Reports that children did not identify weight and force, but they were able to use the ratio between the numbers of weights to compare forces. Suggests some instructional methods based on the findings. (YP)

Reviewed are seven computer software packages for IBM and/or Apple Computers. Included are "Windows on Science: Volume 1--Physical Science"; "Science Probe--Physical Science"; "Wildlife Adventures--Grizzly Bears"; "Science Skills--Development Programs"; "The Clean Machine"; "Rock Doctor";…

Presents ideas on how common household light bulbs can be used to develop interest in learning physics. Focuses on supermarket data taking and analyses, filament temperatures, detective work with three-way bulbs, and lifetime statistics. (YP)

Reports experiences during a two-year period in introducing the computer to the laboratory and students to the computer as a laboratory instrument. Describes a working philosophy, data acquisition system, and experiments. Summarizes the laboratory procedures of nine experiments, covering mechanics, heat, electromagnetism, and optics. (YP)

Describes a lesson in science in which students conduct an experiment involving quantitative variables. Outlines the scientific method and the use of ratios to solve proportional reasoning problems. (RT)

Described are science activities in which students concentrate on their senses and make discoveries with their eyes, ears, noses, mouths, and hands. Suggested experiments include activities involving cooking, tasting, observing, floating and sinking objects, making rain, and stringed musical instruments. (RT)

Describes the purpose and preparation of a science unit box which contains materials, ideas, and resources for more effective science teaching. Lists and explains the 14 basic components that each box should contain including behavioral objectives, manipulatives, science concept and process list, and lesson plans. (RT)

Describes an underwater expedition which will allow students to participate in activities without being physically present. Provides a list of participating museums and examples of activities from curriculum materials which include a poster, bathymetric map, and 25 lessons. (RT)

An understanding of the important concepts of electrical safety can be developed without the concept of potential. Stresses the idea of current flow and the hazards involved. Discusses ground-fault circuit breakers. Includes diagrams on safe and faulty circuits which could lead to electrocution. (Author/MVL)

Provides a reading list for A- and S-level biology. Contains several experiments and demonstrations with topics on: the intestine, bullock corneal cells, valences, the science of tea, automated hydrolysis, electronics characteristics, bromine diffusion, enthalpy of vaporization determination, thermometers, pendulums, hovercraft, Bernoulli fluid…

Describes a project to determine the impact of weekly quizzing on student performance in general chemistry. Notes final exam scores were the same for students who took weekly quizzes as for students who took the quizzes but not for credit. Explores several possible explanations. (MVL)

Investigates the four week chemistry program in a summer program in science and mathematics. Identifies weekly topics for the program: (1) color and visible spectroscopy; (2) UV spectroscopy, fluorescence, and chemiluminescence; (3) IR and NMR spectroscopy; and (4) lists 12 individual projects. (MVL)

Outlines steps for involving problem students in discovery-oriented science activities. States that planning is the basis for an effective lesson. (RT)

Presents a many-faceted learning approach to the study of crystals. Provides instructions for performing activities including crystal growth and patterns, creating miniature simulations of crystal-containing rock formations, charcoal and sponge gardens, and snowflakes. (RT)

Compares the relative effects of hands-on and teacher demonstration laboratory methods on declarative knowledge and procedural knowledge achievement. Reports that students in the hands-on class were better on the procedural knowledge test than students in the demonstration class. (Author/YP)