Describes a photogate electronic flash trigger that synchronizes flash discharge with high-speed events. Presents a photographic study of a high-speed collision demonstrating the passage of a BB through an elastic strip. Provides the schematic of the delay circuit utilized in the trigger. (MDH)

Discusses the use of computers in physics education as a tool in individual student research projects for simulating both simple and more complicated phenomena. Reviews IBM compatible software associated with computer-assisted instruction in physics education. (PR)

Uses diagrams and text to illustrate the use of Lissajous figures (the figures that are traced out when two simple harmonic motions are combined at right angles to each other) in teaching basic physics concepts. Covers the mathematics of the Lissajous Figure; demonstrating Lissajous Figures; and a typical class. (ZWH)

Describes a community-college curriculum that incorporates Socratic Dialogue Inducing (SDI) laboratories into a new calculus-based preengineering physics sequence. SDI allows for group discussion labs that emphasize the concepts being taught in the lectures. (ZWH)

Students who are involved in hands-on science activities are enabled to learn the processes of science, and thus become scientifically literate. (DG)

Presents a laboratory exercise to reinforce the concepts of conductivity and resistance. Students measure resistance over rolled out Play-Doh of differing lengths and widths using the four-point resistance measurement method. (MDH)

Explains that trial and error learning is an important way for children and adults to learn. Open-ended activities have great opportunities for error and eventual feedback for error reduction. (PR)

Examines the relative importance of middle school students' explicit knowledge and tacit knowledge in carrying out open-ended laboratory investigations. Results indicate the students (n=207) provided with explicit knowledge through instruction performed significantly better in overall achievement in such investigations than those using only tacit…

Describes the history of Richard Blakemore's discovery of magnetotaxic organisms. Discusses possible reasons why the magnetic response in bacteria developed. Proposes research experiments integrating biology and physics in which students investigate problems using cultures of magnetotaxic organisms. (MDH)

Presents 2 activities for students aged 8-12 in which students determine (1) whether or not earthworms can see white light; and (2) how an earthworm moves without legs. (MDH)

Describes an experiment where the gram-equivalent mass of an unknown metal is determined by reacting the metal with dilute hydrochloric acid and collecting the evolved gas over water. This simple, reliable experiment routinely gives results within 1% of the accepted value. (PR)

Describes four activities to analyze drinking water for its pH, hardness, turbidity, and conductivity. (MDH)

Describes four experiments that enable students to explore the phenomena of evaporation and condensation and determine the relative humidity by measuring air temperature and dew point on warm September days. Provides tables to calculate saturation points and relative humidity. (MDH)

Nitrate assimilation by plants provides an excellent system for demonstrating control of gene expression in a eukaryotic organism. Describes an assay method that allows students to complete experiments designed around the measurement of nitrate reductase within a three-hour laboratory experiment. (PR)

Explains how sweet potato roots can be used for plant tissue culture for biology laboratory instruction. (PR)