Develops a simple tree-ring laboratory to demonstrate the basics of dendrochronology. Provides two upper-level laboratory exercises primarily intended to demonstrate the specific dendrochronology subdisciplines of dendroclimatology and dendroecology. Suggests using the exercises separately or in unison as part of a multidisciplinary capstone…

Presents lab exercises in which students use the microscope to study cells. Describes these activities as allowing students to work independently and become more proficient at microscope use. Students also gain a deeper understanding of the more invisible world of science. (Author/KHR)

Described is the basic biology involved in mapping chromosomes as presented at a symposium at a recent meeting of the American Chemical Association which focused on the Human Genome Initiative. Different types of gene maps and techniques used to produce gene maps are discussed. (CW)

Described is an experiment in which factor analysis is used to identify and quantify the components of mixtures containing up to four species. Discussed are the theory, procedures, and sample results for this activity. (CW)

Presented are laboratory methods which allow the demonstration and determination of the diffusion coefficients of compounds ranging in size from water to small proteins. Included are the procedures involving the use of a spectrometer, UV cell, triterated agar, and oxygen diffusion. Results including quantification are described. (CW)

Suggests that university computer labs offer the advantages of decentralizing instruction and drawing attention to students' writing. Notes that, although labs require money and instructional space, the benefits outweigh the limitations. Argues that, once a collaborative atmosphere is established and word processing is practiced, students can…

Discusses the value of setting-specific research for action research in social psychology. Discusses the following concepts: (1) local variation; (2) seeing the general in the specific; (3) connectedness as the fundamental law of ecology; and (4) the value of field stations for community research. (JS)

Some of the background factors and deleterious effects of oil spills are discussed. A classroom activity which demonstrates an oil spill, how the oil affects feathers, and one clean-up method is presented. A list of recent oil spills and three additional resources are included. (CW)

Discussed is an activity designed to teach small mammal ecology and the scientific method using fluorescent dyes and pigments. Procedures for analyzing home ranges and social organizations are described. A list of 16 references is included. (CW)

Describes two working models of moths that can be used to test the eyespot function as an aversive property. Uses simple mechanical and electrical models as the "moths" and wild birds as the predators. Includes diagrams, methods, models, validation statements, and a discussion. (RT)

Examines the dynamics of 12 student-teacher writing center conferences to determine: (1) if conferencing models based on professional writers' practices occur in the writing center context; (2) if content focuses on discourse- or surface-level issues; and (3) tutors' perceptions of conference effectiveness. (MM)

Argues that if writing centers are to remain homes of flexible, student-centered instruction, tutors have to be able to deviate from their usual patterns of instruction under special circumstances. Suggests a multi-variate approach to identify and gain perspective on the rigid approaches student respondents and tutors assume during the writing…

Described is a laboratory activity in which high school students may perform a karyotype analysis of their own chromosomes. Materials and procedures are detailed. A source of materials for this exercise is provided. (CW)

Described is an advanced undergraduate laboratory course which gives students an opportunity to grasp the material better than in the segmented approach. A list of required experiments and a discussion of the evaluation of the course are provided. (CW)

Court rulings have established three basic responsibilities school systems must meet in science programs: (1) inform students about the hazards they might encounter in a science class; (2) provide a safe learning environment and properly maintained equipment; and (3) ensure adequate supervision. Outlines a four-point school safety plan. (MLF)