Describes a series of optical illustions designed to explore the nature and behavior of light, the mechanics and optical principles of eyes, and the brain's learned ability to interpret what we see. (BR)

Provided are activities and demonstrations which can be used to teach infants about the nature of air, uses of air, and objects that fly in the air. The latter include airships, hot-air balloons, kites, parachutes, airplanes, and Hovercraft. (JN)

Addresses questions on classroom and lesson organization, objectives for primary science instruction, and concerns about teacher preparation in the scientific field. (GS)

Describes construction of a pinhole camera with simple materials and five experiments to be conducted, as well as instructions in creating a working camera obscura. (BR)

Experiences and experiments with mirrors will spark pupils' imaginations while providing insights into the nature and behavior of light. (Author/DF)

Summarized are general procedures for and student reactions to three different science units for primary students. Topics included are timing things, yogurt pot telephones, and parachutes. (DC)

Describes water-related activities in an elementary school science project. These activities focus on electric generators, rainfall, erosion, floating, water conservation, and other areas. Brief comments on developing such a project are included. (JN)

Describes how infants of six to seven years old can learn floating and sinking. The work described in this article was inspired by the Elementary Science Study (ESS). (HM)

Lists 25 energy activities and describes two experiments (materials needed and procedures used included) for secondary/middle school students. Like activities for younger children listed in part 1 (appearing in Vol. 65, No. 229), these activities are designed to provide concrete experiences for teaching various aspects of the energy concept. (JM)

Describes simple, electrical projects with dry cell batteries and lamps designed to teach children about conductors, insulators, and switches. Instructions for construction of circuits, the science ideas in each project, and suggestions for extending each of the investigations are included. (JM)

Provides lists of instructional strategies for elementary school science focusing on: (1) the biological sciences; (2) forces, movement, and energy, and (3) the physical sciences. (JN)

Suggests some of the basics and reasons for teaching balance. Explains how the concept of a cantilever can be used. Describes 25 activities for observing, testing and learning about balance. (CW)

Provides background information and suggestions for concrete experiences to help nonscientists teaching 5- to 13-year-old children. Includes a list of 25 ideas for energy activities and a list of 10 key energy concepts. (JM)