Outlines procedures for producing both 35-mm and overhead transparencies using a photocopier with a reducing capability. (JN)

Describes differences between engineers' and physicists' views of free-body diagrams (FBD). (PR)

Discusses some of the problems associated with teaching abstract concepts in biochemistry because of the inability to provide visual aids. Suggests the use of metabolonograms as analogies in teaching certain concepts. (TW)

Presents a method for graphically illustrating Le Chatelier's principle, suitable for the general chemistry undergraduate. (CS)

Because class size often limits student opportunity to handle individual models, teachers use stereoscopic projections to demonstrate structural features. Describes three-dimensional pointers for use with different projection systems so teachers can indicate a particular atom or bond to entire classes, avoiding the perspective problems inherent in…

Considers carbon-carbon multiple bonds in terms of Pauling's bent bond model, which allows direct calculation of double and triple bonds from the length of a CC single bond. Lengths of these multiple bonds are estimated from direct measurements on "bent-bond" models constructed of plastic tubing and standard kits. (CS)

Describes the use of cassette tape recordings in preparing freshman chemistry students for experiments in laboratories. The tapes are said to have decreased student anxiety in the laboratory and increased laboratory skills. (SA)

The construction and uses of a device to facilitate the use of an overhead projector to show chemical reactions is presented. Materials and instructions for construction as well as reactor vessels are discussed. (CW)

Explores the use of the poster as a form of scientific communication, and its relationship to the published paper, the abstract, and the oral communication. Suggestions for size, format, and layout for posters are presented. Reviews of two booklets on posters are printed at the end of this article. (TW)

Discusses the laboratory portion of a beginning noncalculus physics course that uses concrete examples of abstract concepts. Describes the use of coffee cans to explain oscillations and plastic darts to illustrate collisions. (MLH)

Lists the materials and outlines the procedures for mounting maps on cloth to make the maps weatherproof, more durable, and easier to handle. (GS)

A description of an apparatus for demonstrating the trajectory of a charged particle, is given. A photograph of the equipment used in the demonstrations accompanies the text. (SA)

Presents a didactic model to improve the teaching/learning process in the representation of Lewis structures. Places special emphasis on the calculation and reduction of formal charges, and in the representation of molecules in which the central atom has expanded its valence shell. (MVL)

Discusses the need for visual aids in helping students recognize various minerals in a thin section. Describes the development of a manual of color photomicrographs designed to provide students with a more realistic view of minerals than can be provided by charts and diagrams. (TW)