Presents examples that illustrate how spreadsheets can be used to ask and answer all sorts of scientific questions given suitable automation of useful spreadsheet procedures. Examples include data exploration, data analysis, project presentation, simulations, and students writing their own models. (Author/JRH)

States that the shift in meaning of the Periodic Table to represent regularities in the electron distribution in the shells of atoms can result in confusion between elements and atoms. (DDR)

Discusses the misconceptions revealed by the teachers' answers and outlines more accurate answers and explanations based on established evidence and uses these to provide a more complete understanding of plate tectonic process and the structure of Earth. (Author/YDS)

Explores how well chemistry graduates preparing for teaching can recognize the similarities and differences between the uses of the word "equation" in mathematics and in chemistry. Reports that the conservation similarities were much less frequently recognized than those involved in the creation of new entities. (Author/MM)

Reports findings from a focus group study of the opinions of 70 teachers in six secondary schools in England and Wales about the future of the compulsory science curriculum. Reports widespread support in principle for the proposed changes with concerns expressed over content and feasibility of implementation. (Author/MM)

Describes the technique and benefits of having physics students practice connecting paper models of electric circuits before attempting to use real ones. (WRM)

Makes a case for why teaching about 'ideas and evidence' requires more attention to the teaching of argument in school science. Outlines various practical methods and strategies of local teachers through which this might be achieved. Explores difficulties and obstacles. (Contains 19 references.) (Author/ASK)

Describes a cut-out model that demonstrates the movement of electrons and ions for a complete cycle. (GS)

Describes a reaction rate experiment in which the manipulative skills needed are minimal and the measure of reaction rate is direct and understandable. (Author/GS)

Describes a demonstration of the different densities of water and tetrachloromethane and of phosphoric acid, organic solvents, and water. (GS)

Breaks down a curriculum evaluation into teachers' and pupils' perceptions of: (1) course structure and time allocations, and (2) topic difficulty, along with (3) pupils' interest in the topic. (LS)

Traces the path of Nuffield Physical Science secondary school students to their choice of university courses. This analysis was used to evaluate the science curriculum. (LS)

Explains why sucrose does not reduce Fehling's or Benedict's solution while maltose, fructose and glucose do. (LS)

Presents a computer program that uses radial and transverse star movements to make approximations of the closest approach in light years. In addition using the present actual visual magnitude the greatest magnitude attained is calculated. (Author/GS)

Describes two novel topics in the JMB Applied Chemistry Core Syllabus. These are the social and economic aspects of chemical technology, involving the use of six case studies, and industrial processes. (Author/GS)