Outlines a variety of laboratory procedures, discussions, and demonstrations including polarizing power and chemical properties of copper and zinc, preparation of boron coordination complex, demonstration of amino-acid synthesis in the primordial environment, classification and reactions of carbohydrates, and four others. (DS)

Describes an electric writing experiment, food hygiene computer program (includes complete Commodore PET program listing), a simple battery holder, and activities using magnets. (JN)

Presented is the extent to which pupils of different ages tend to confuse scientific and everyday meanings of "Law" and "Conservation." The concepts of resource economy, environmental concern, and the law of conservation of energy are discussed in terms of potential teaching difficulties. (KR)

Identified are some of the problems experienced by students when learning about organic chemistry reaction mechanisms. Strategies are suggested which may be used by students to facilitate understanding of these mechanisms. (KR)

Presented are 29 science activities for secondary school science instruction. Topic areas include botany, genetics, biochemistry, anatomy, entomology, molecular structure, spreadsheets, chemistry, mechanics, astronomy, relativity, aeronautics, instrumentation, electrostatics, quantum mechanics, and laboratory interfacing. (CW)

Described is a means of logging data from remote sensors in data files and then transferring the data to a spreadsheet for processing. The presentation of the data in tabular or graphical form is discussed. An example using temperature data from a model house is provided. (Author/CW)

Discusses the definition of scientific literacy, the curriculum of primary and secondary schools, scientists and teachers, cooperation with industry, and the resources and morale of teachers. (YP)

Examined is the wide range of statements of attainment in the National Curriculum that start with the phrase "be able to." A categorization of these statements is used to provide signposts for effective teaching and learning. The implications for in-service work and assessment arising from this categorization are considered. (KR)

Discusses idea that education "for" the environment should begin as early as do other components of the British National Curriculum, continue throughout, and not be regarded as the poor relation of education "about" the environment. Maintaining the health of the environment is considered by the author to be the most important task that will face…

Describes an environmental project which involved the collection and exchange of data on butterflies, including information on climate and vegetation, to monitor their distribution. Schools in several European countries exchanged information via e-mail, and the resulting website has evolved into a site offering information, survey data, curriculum…

Provides perspectives and background information on selected aspects of science instruction. Addresses concerns related to physics teaching, academic assessment, problem-solving, integrated science, readability, college science for pre-nursing students, and a graded assessment scheme. (ML)

Describes a field trip taken to an old mining area to study water pollution. Discussed are methods for silt analysis, reagent preparation, color charts, techniques, fieldwork, field results, and a laboratory study. (CW)

Examines the role that socially relevant science and technology curricula can play in the context of a developing country. Discusses the place of technology in socially relevant science curricula, and cultural background and education in technology. Presents an example of this type of lesson using the steelpan. (CW)

Describes the Warwick Process Science Project (WPSP), which uses teams of teachers for writing a process-oriented science curriculum for students in the 11-16 age category. Discusses the project's philosophy and priorities, and delineates some of the science process skills being integrated into this new British curriculum. (TW)

Reviews the collection of science teaching apparatus that has been acquired by the British Science Museum since its request for such equipment in 1979. Describes the current acquisitions and discusses their use with regard to the historical development of science education. Mentions certain apparatus still being sought for the collection. (TW)