Describes an instructional experiment that was designed to illustrate the use of periodate oxidation in sugar analysis, and the consequence that the absorbance of mixtures of non-interacting substances is additive. (TW)

Discusses: how thought experiments (TES) are presented and used in physics textbooks; how and why teachers include TES in their explanations; and what understandings students draw from TES. Indicates that TES are only one of a broad class of "acts of imagination" which are essential in physics education. (JN)

Gel filtration is a form of liquid chromatography that separates molecules primarily on the basis of their size. Advantages of using this technique, theoretical aspects, and experiments (including procedures used) are discussed. Several questions for students to answer (with answers) are also provided. (JN)

Describes a course at Michigan State University in which students carry out self-experiments in nutrition. Self-experiments help to impress students with importance of human nutrition and offer insights into problems associated with altered dietary patterns. A number of possible self-experiments in nutrition are listed. (JR)

Describes a number of experiments which give the student an opportunity to observe the effects of the electrical nature of matter without trying to explain why a given phenomenon is occurring. These experiments should be introduced before discussing the structure of atoms, and provide practical experience for later theoretical discussions. (JR)

Applications of wheels are shown to be an invaluable tool in teaching the processes and technology of science. (DF)

Three chemistry demonstrations are described: (1) partition coefficients; (2) Rutherford simulation experiment; and (3) demonstration of the powerful oxidizing property of dimanganeseheptoxide. Background information, materials needed, and procedures are provided for each demonstration. (JN)

This article about science fairs provides a list of topics children can research and suggestions for evaluating the possibilities of project ideas before children invest much work in them. Ideas for selecting a fair date and location, choosing judges, and involving parents and the community are included. (PP)

Information is presented for teaching about the formation of tornadoes and their effects. Ideas for relevant class discussion topics, writing assignments, and experiments to illustrate how temperature and air pressure changes involved in the storms work are also given. (PP)

Suggests how elementary teachers can go beyond the science text and use commonplace materials to create science experiments which sharpen students' observational skills and their ability to formulate testable hypotheses. Seven experiments are outlined, using materials such as paper, cotton socks, and mayonnaise. (SJL)

Describes an exercise which is currently used in a course in cell physiology at Oxford Polytechnic in England. This exercise can give students some idea of the molecular events involved in bringing about movement of chloroplasts (and other organelles) in plant cells. (HM)

Provides a discussion which is intended for chemistry college students on the ion cyclotron resonance (ICR) spectroscopy, the physical basis for ion cyclotron resonance, and the experimental methodology employed by ICR spectroscopists. (HM)

Gives a step-by-step description of a problem-solving microscale chemistry laboratory to show how this implementation of problem-solving teaching can be put into practice. Pedagogical and practical issues are discussed. (DKM)

Describes an approach that uses fiction as a springboard to environmental science experiments and discussions. (JRH)