Describes the use of a microwave oven in the biology laboratory as a safe, time-saving device. Discusses media preparation, dehydration of media and specimens, and reagent testing. (CW)

Presents an experiment to demonstrate the degree to which environmental cations are taken up by susceptible lichen organisms in the field. Discusses the preparation of materials, procedures and typical results for this short laboratory exercise. (CW)

Describes a procedure for the growth of tobacco plants in flasks. Demonstrates plant tissue culture manipulation, totipotency, and plant regeneration in approximately 12 weeks. Discusses methods, materials, and expected results. (CW)

Shows the difficulties of understanding the hypothesis a posteriori. Describes a scientific method containing phenomenologic, hypothetic, and theoretic phases. Provides the results of an experiment on simple pendulum oscillation by using this method. (YP)

Administered a laboratory process skills test to 147 year-5 students to assess their investigations, performance, and reasoning in biology, chemistry, and physics. Reports significant correlation between performance and amount of homework done and students' perceptions of several aspects of the classroom environment including personalization,…

Describes using the common house plant, "Coleus blumei," to illustrate gravitropic effects, phototrophic effects, and hormonal effects in plants. (PR)

Argues that a skills-based approach for the assessment of laboratory work is philosophically unsound, educationally worthless, and pedagogically dangerous. Proposes an alternative, holistic approach to assessment, based on a more valid model of scientific practice. (Contains 38 references.) (MDH)

The life history of the Chironomus tentans can be observed in easily established and maintained laboratory cultures. Projects for the classroom include observing hydration of an egg mass; embryonic development, hatching and larval feeding; larval activity; and mating activity. (MDH)

With each passing year, the public expects more of schools and teachers. Curricula become more complex, student populations become more diverse, responsibilities are added, and, except for resources, very little is taken away. Fundamentally, teachers are held responsible for everyone and everything that goes on in their classrooms, an awesome…

This manual is intended as a resource for teachers who have special education students in their mainstream science classes, for curriculum adoption committees, and for publishers and consumers of science curriculum materials. Part 1 describes general characteristics of students with disabilities and provides general mainstreaming strategies and…

These supplemental units contain four laboratory exercises that can be used to enhance the labs in "Physics for the Technologies." The four units (one mechanical, two thermal, and one electrical) are designed to enhance labs in presenting specific concepts. Each unit can be used as an example of how the concepts behind the theory apply…

The study reported in the paper attempted to compare the science laboratory teaching practices and the learning environments of secondary schools in some developing and developed South Pacific countries. This study combined qualitative (observation, interview, and case study techniques) with quantitative methods. Analysis of data found similar…

These activities and activity ideas are designed to reinforce energy concepts when only short periods of time are available. They require little teacher preparation, and take only a few minutes to complete. Some activities can be extended for longer periods of time. The activities have been separated into the following general categories: (1)…

Lists 40 things to do to have a safer chemistry laboratory. Discusses the evolution of these guidelines for schools from safety suggestions originally developed by industry. Categorizes the 40 steps into those requiring minimal cost and those requiring moderate expense. (TW)

Discusses the properties of carbon dioxide in its solid "dry ice" stage. Suggests several demonstrations and experiments that use dry ice to illustrate Avogadro's Law, Boyle's Law, Kinetic-Molecular Theory, and the effects of dry ice in basic solution, in limewater, and in acetone. (TW)