Describes school science activities in which students race model cars built from mousetraps, construct inventions using discarded junk, and compete in an egg dropping contest. (SL)

Introduced is a course to teach integrated product development and to help make the shift from university to real practice. Discusses the course "Teaching Creative Machine Design," practical course guides, two examples of projects, and some consequences of the course. (YP)

Presents an account of the making of a wildlife garden. Reviews the problems and outlines the plans and methods that succeeded in the project. Includes 21 illustrations of vegetation as well as descriptions of pond, marsh, meadow, and woodland areas. (ML)

Presented are views, on planning science fairs and science fair projects, of a fair coordinator, a science teacher, and students. Also included are 25 questions which might result in science fair projects. (SL)

Recently an elementary school teacher asked, "Is the 'new' elementary school science really dead?" This writing examines the teacher's question in terms of the impact the "new" science appears to have had on elementary science education. (Author/RK)

Develops a simplified electrostatic model of the heart with conduction within the torso neglected to relate electrocardiogram patterns to the charge distribution within the myocardium. Suggests its application to explanation of Coulomb's law in general physics. (CC)

Presents results of a science clubs' investigation of the micro-meteorology of a shopping center, particularly temperature and precipitation effects related to automobile air pollution. (AL)

Describes a method for conducting a sophomore organic chemistry laboratory which included integrating projects with a writing task involving peer group interaction. Also includes background/theory, chemistry tasks, writing tasks, and evaluation. Included in appendices are an analytic worksheet and grading scale. (JN)

Describes a Malaysian school project which deals with tin, and extracting tin from its ore in the laboratory, as well as the economics involved and the locating and mining the ore. (HM)

Describes the Science in Social Context (SISCON) project. The use of the SISCON in the British colleges, polytechnics and secondary schools and a list of the units, of the course are included. (HM)

Using the example of a ten-year-old boy working on a science project, the author discusses the question of when and how much the teacher should intervene and direct a child's independent learning activity. (SJL)