Described is a sensible and positive attitude toward waste that can both aid the safe, smooth running of a teaching laboratory and also be an important learning tool. (Author/DS)

Described is a nontraditional approach to the evaluation of laboratory instruction in general physics courses which focuses on the identification of telling questions, key concepts and basic phenomena involved in the experiment, description of the method used, and the results. (DS)

A procedure is described for providing preparations of dividing cells from root apical meristems, requiring only inexpensive equipment and minimal experimental skill, and using 8-Hydroxyquinoline and Toluidene-blue as a chromosome stain. The method has been sucessfully tested in schools and yields permanent preparations of adequate quality for…

The uses of isoenzyme assays are reviewed as they relate to solutions of practical problems. Emphasizes their use of diagnostic tools in medicine, specifically in cardiac profiling. Suggests that principles of isoenzyme assays readily demonstrate molecular structure, acid-base equilibria, kinetics, and electrochemistry to general chemistry…

The application of chemistry to the justice system is presented. The role of the forensic chemist, historical development of forensic laboratories, and tools of the criminalists are also discussed. (HM)

A description of the commercially produced Harris Data Memory is presented. Operation instructions, memory capabilities, data storage, and applications are included. Usefulness of the instrument to instruction in all of the sciences is considered. (SA)

Discussed are the advantages and disadvantages of two different philosophical approaches, academic or traditional versus experimental, to the laboratory instruction of undergraduate physics students. The defects, failures, and limitations of each approach are detailed. (BT)

Describes a study correlating observational test question scores and lab notebook evaluations. Results indicate that, while there is no correlation between those two factors, there are problems with evaluating notebooks objectively. (MA)

Reports on a series of studies related to seeking a more effective role for laboratory experiences in science instruction. The study addressed the status of laboratory-based instruction in chemistry at the beginning college level. This study should be of value in the continual search to seek effective means of reforming beginning college-level…

Describes a Japanese process-oriented approach called KAIZEN for improving the quality of existing teaching laboratories. It provides relevant quality measurements and indicates how quality can be improved. Use of process criteria sidesteps the difficulty of defining quality for laboratory experiments and allows separation of student assessment…

Presents results of a controlled experiment comparing the conceptual mechanics learning gains as measured by the Force Concept Inventory (FCI) between two laboratory groups. One group completed cookbook labs while the other completed Interactive-Engagement (IE) labs in RealTime Physics. Suggests that laboratory activities should engage students in…

Introduces students to dissection, which is an important part of scientific discovery. Students not only gain an understanding of the anatomy of a squid, but also develop a sense of responsibility and respect for the animal that they are using as a learning tool. (Author/SOE)

Discusses how traditional lab exercises can be converted into investigative exercises. Describes an exercise on seed germination that has students design their own experiments based on their initial results. Involves students in the scientific process and allows them to experience the joys and disappointments of experimental work. (JRH)

Describes a course that uses student-designed laboratory experiments for a one-semester, junior-level physiology course. Discusses advantages and pitfalls of using this methodology. (Author/KHR)

Compares the effects of three different teaching methods: (1) traditional instruction through listening to a lecture, reading, and participating in discussion; (2) instruction with teacher-constructed self-teaching resources; and (3) instruction with student-constructed self-teaching resources. Determines their effectiveness and the time required…