Describes a measurement system for recording the frequency response of acoustic systems. The computer interface detects the characteristic modes, their relative strengths, and resonant shapes over a broad range of frequencies. Includes experimental data for tubes and analyzes the data to determine the optimal functional form for the resonant…

Uses microcomputer-based laboratories (MBL) to teach Newton's second law and the impulse-momentum relationship with a high degree of precision and accuracy while applying forces that change in an arbitrary way. (YDS)

Compares the effects of using two- and three-dimensional model representations of molecular structures on student learning of organic chemical structures. Reports that students using both three-dimensional computer models and ball-and-stick models scored higher on the three-dimensional retention test of isomeric identification but lower on a…

Provides helpful tips regarding classroom use of computers in a cooperative-learning environment. Comments on student computer ratio, interdependence, individual accountability, heterogeneous grouping, shared responsibility, and good working relationships. (ZWH)

Outlines some of the developments in the use of information technology in education from the BBC Model A computer to CD-ROM and the Internet. Some examples of use are touched upon as are possibilities for the future. Emphasizes the effects of these examples on teaching and learning. (Author/ASK)

Discusses the possible uses of Geographic Information Systems (GIS) as an educational technology for developing contextually rich student learning, which extends students' ability to do scientific inquiry. (ASK)

Uses Geographic Information Systems (GIS) in a classroom exercise to examine the distribution of toxic release sites in Queens, New York. Creates a series of maps to examine the relationship between the locations of known toxic releases and demographic factors such as race, education, income levels, and linguistic isolation. (Contains 47…

Explains the potential of computer technology in science education and argues for integrating bioinformatics into the biology curriculum. Describes three modules designed to introduce students to technological advancements in biology. Aims to develop a better understanding of molecular biology among students. (YDS)

Describes how the sound card of a personal computer can be used to collect data in physics experiments. Discusses gravity and simple waveforms. (Author/MM)

Monitors changes in the concerns and beliefs of elementary and secondary science teachers involved in a two-year program to integrate the use of computers with science teaching. Indicates that learning about the use of computers in science teaching is not a single innovation but a bundle of applications. Contains 19 references. (Author/ASK)

Describes two strategies for implementing active learning in physical chemistry, one involving supplementing the traditional lecture course with heavily computer-based active learning exercises carried out by cooperative groups, the other using cooperative learning almost exclusively supplemented by occasional mini-lectures. Both approaches seemed…

A comprehensive project in which the students use computational chemistry to investigate a larger chlorine oxide, Cl2O4 is described. The students start the project by reading a scenario and then follow a series of hyperlinks to develop, along with their colleagues, a better understanding of the implications of the presence of Cl2O4 in the…

The methodology of compiling an academic genealogy using the Internet and computer technology is described. Details on the use of the Internet both to gather information and to make the results available are provided.

Modeling has been shown to correct weaknesses of traditional instruction by engaging students in the design of physical models to describe, explain, and predict phenomena. Although the modeling method can be used without computers, the use of computers allows students to study problems that are difficult and time consuming, to visualize their…

Students rarely ask questions related to course content in large-format introductory classes. The use of a Web-based forum devoted to student-generated questions was explored in a second-semester introductory biology course. Approximately 80% of the enrolled students asked at least one question about course content during each of three semesters…