Non-traditional instrumentation was obtained for Georgia Southern undergraduates to attain fundamental environmental education through unique laboratory experiences. In this context, the method for including a direct mercury analyzer into both major and non-major environmental laboratories is reported.

Lab reports are the dreaded assignments of the laboratory course. Students dislike them, because they can be tedious and time-consuming. Instructors dislike them, because they significantly increase the grading load. For this reason, lab reports are often omitted or replaced by alternatives such as responses to lab questions, fill-in-the-blank lab…

The atmospheric issue of acid rains is subjected to a five-part laboratory experiment by concentrating on the chemistry of the infiltration process of acid rainwater through soils. This procedure of quantitative scrutiny helps students realize the efficacy of soil minerals in the consumption of surplus acidity in rainwater.

A laboratory activity that can be used at a number of levels from high school to college is discussed. This activity can be used to teach chemical concepts such as oxidation and reduction, stoichiometry, acids and bases, pH, nucleophilic reactions, conjugation, leaving groups, complexation, solubility, and reversibility.

An easy-to-see method for demonstrating and measuring the magnetic force between paramagnetic substance and a rare earth magnet is presented. The readily available trapezoid-shaped neodymium magnet and a low cost, easy-to-set-up, portable apparatus are used in the experiments.

Combining field experience with use of information technology has the potential to create a problem-based learning environment that engages learners in authentic scientific inquiry. This study, conducted over a 2-yr period, determined differences in attitudes and conceptual knowledge between students in a field lab and students with combined field…

The purpose of this study is to prepare inquiry based experimental activities on the photosynthesis, thought to be a very difficult subject by pupils, and to determine the pupil's ideas towards this method. This study was made with 24 pupils from Grade 3 at Ataturk Anatolian High school in Turkey. As data gathering material; seven inquiry…

The philosophy, structure, and organization of a chemical engineering (ChE) process laboratory are discussed. The laboratory emphasizes the oral and communication skills of students who are part of groups that resemble an industrial process research and development group. An annotated list of students' experimental projects is included. (JN)

Discusses a teaching program for introductory chemistry laboratories that allows for differences in student background and ability. The flexible program involves self-pacing and a classification of experiments; this permits slower students to proceed through remedial loops while advanced students proceed to more difficult experiments. (MLH)

Describes a classroom demonstration supported by the guided-inquiry experience that focuses on separation techniques and other solvent-dependent processes, such as reaction-solvent selection. (Contains 13 references.) (YDS)

The advantages of using invertebrates in teaching physiological principles are discussed. The ability to illustrate with greater clarity physiological principles, the range and variety of physiological processes available for examination, and the unlimited possibilities for student research are topics of discussion. (KR)

Uses Galileo's 'jumping-hill' experiment as an historical element to improve science teaching in the classroom. Illustrates that the experiment can stimulate an animated discussion in the classroom, even if precise historic circumstances are not mentioned. The historical dimensions bring some color into the lesson, which increases attention. (SAH)

Describes a method for teaching biology that includes more investigative exercises that foster an environment for cooperative learning in introductory laboratories that focus on vertebrates. Fosters collaborative learning by facilitating interaction between students as they become experts on their representative vertebrate structures. (SAH)

Assesses the effectiveness of two generative learning strategies, concept mapping and laboratory experiments, to determine if one is more effective with individual learners or learning groups in science classrooms. Indicates that students starting with concept maps showed higher achievement than students beginning with laboratory experiments, and…