Discusses a laboratory course with computer-assisted instruction which emphasizes uses of simulated data, students' improvement of experiments, and presentation of a tutorial self-test mode. Indicates that students' enthusiasm is mostly due to computer's potential for in-depth interactivity and conformity to real-life situations. (CC)

Discusses the use of programmed scripts, textbooks, films, and cassette tapes to conduct a self-instruction laboratory course. Indicates the presence of marked positive effects on the development of the students' ability to plan their own experiments. (CC)

Discusses three experiments, respectively, relating to electricity, optics, and electronics, which provide both the experienced and weaker students with a high interest in determining unknowns from a limited amount of information. (CC)

Discusses a simplified Millikan oil-drop experiment which emphasizes the enplanation of basic concepts in mechanics and electrostatics, the use of home-made apparatus, the request for an individual's observation of his own drop, and the application of statistical analysis in data interpretation. (CC)

Discusses the development of a one-year laboratory course in an effort to provide a link between traditional laboratories devoted to a single area of chemistry and the total involvement of a single narrow research project. Included are outlines of 32-hour lectures and 11 experiments performed in the integrated course. (CC)

Describes demonstrations suitable for secondary school biology classes relating to the effects of the hormone IAA on plant growth. Demonstrations illustrate how hormone treatments affect stem elongation, callus formation, inhibition of axillary buds, stimulation of secondary growth and initiation of adventitious root development, root elongation,…

Discusses a program, consisting of individual conventional experiments and group special projects, along with lectures in analytical courses during the last six to eight weeks of a semester. Concludes that students' different aspects of capability are encouraged after receiving the course. (CC)

Describes a simple method of demonstrating the Bernoulli effect, by spinning a length of rubber tubing around one's head. A manometer attached to the stationary end of the tube indicates a reduction in pressure. (JR)

Outlines several exercises suitable for elementary science classes which may be used to illustrate objective experimental analysis. (JR)

Describes the use of Marchant 1016PR with a magnetic tape reader, Monroe 1665 with a punchcard reader, and Hewlett-Packard 9820A with an X-Y plotter to conduct introductory physics laboratory programs. Indicates that the course allows more physics to be done in the same amount of time. (CC)

Author discusses science discovery lessons, presents a model of one, and offers suggestions for structuring other specific lessons. (Editor/MB)