Compares elementary school science curricula in Japan, Thailand, the Republic of Korea and the Philippines. Tables summarize data for some of these countries concerning general characteristics of the curricular design, general objectives of elementary and secondary science curricula, teaching units covered, and hierarchy of process skills. (CS)

This commentary discusses an unstated assumption made in a Do It Yourself Curriculum Guide, that "any combination (of outcomes you select for your school curriculum) is as good as any other." Other inadequacies in the Guide are included. Discusses also the problems associated with justifying science in the school curriculum. (CS)

Describes a biochemistry class project which allows students to investigate independently the separate aspects of a common complex problem. The basic experimental procedure is detailed for obtaining information about the structure and geometry of L-ornithine carbamoyltransferase. (CS)

Provides a checklist for microprocessor laboratories and outlines the programs offered at Milwaukee School of Engineering, where students are introduced to two microprocessor elective courses. (CS)

Designed for the organic chemist involved in interpreting NMR spectra, basic concepts of chemical shift equivalence and magnetic equivalence in NMR spectrometry are discussed. (CS)

Presents materials and procedures for a lecture demonstration in which liquid nitrogen or liquid oxygen is poured between the poles of a powerful magnet. Hazards of these procedures are included in the discussion. (CS)

Discusses the development of recent analytical techniques that can give detailed information on thin-film structures. (HM)

Maintains that learning will be facilitated through appealing displays that permit active participation of children. (DB)

The process that Hippasus of Metapontum (ca. 470 B.C.) may have used to discover irrational numbers is reconstructed. (MP)

Presents the selection rules for all four quantum numbers of the hydrogen atom and for a linear harmonic oscillator. Suggests that these rules deserve special mention in an elementary course of quantum chemistry. (Author/JN)

Discusses eight misconceptions concerning Einstein's work and views, as part of a presentation at the Einstein Symposium held at the 178th National American Chemical Society Meetings in Washington, D.C., in September, 1979. (CS)

Presents a procedure for teaching the Law of Constant Heat Summation or Hess's Law. Simplified rules are given and expanded. Examples of each rule are provided. (CS)

Several standard arguments which attempt to show that the wave function and its derivative must be continuous across jump discontinuities of the potential are reviewed and their defects discussed. (Author/HM)

Discusses different existing definitions for the rate of reaction. Application to common reacting systems and to isothermal recycle reactors is also discussed. (HM)

Reviewed are five programs (textbooks, audiovisual materials, workbooks, video-cassettes) designed to improve academic survival skills in secondary students. Content emphasis, reading level, rationale, objectives, organization, instructional method, student evaluation, physical features, and recommendations are listed for each. (KC)