The National Science Education Standards (NRC 1996) recognize the efficacy of teaching science within the context of history, emphasizing the evolution of concepts, models, and theories. By studying science in a historical context, students view themselves less as spectators and more as participants in this human quest for truth and understanding.…

Describes a method that uses ping-pong balls to construct 3-D models of covalent molecules to represent Group I-VIII atoms. (ZWH)

Nanoscience refers to the fundamental study of scientific phenomena, which occur at the nanoscale--nanotechnology to the exploitation of novel properties and functions of materials in the sub-100 nm size range. One of the underlying principles of science is development of models of observed phenomena. In biology, the Hardy-Weinberg principle is a…

Life as people know it here on Earth exchanges energy and materials with the environment. Life forms grow, develop, produce waste products, and reproduce, storing genetic information in DNA and RNA and passing it from one generation to the next. Life evolves, adapting to changes in the environment and changing the environment in return. The basic…

The four main forms of carbon--diamond, graphite, buckyballs, and carbon nanotubes (CNTs)--are an excellent vehicle for teaching fundamental principles of chemical bonding, material structure, and properties. Carbon atoms form a variety of structures that are intrinsically connected to the properties they exhibit. Educators can take advantage of…

Nanotechnology is an emergent technology that holds much promise and excitement. The ability to control and manipulate matter at the most basic level--atoms and molecules--offers possibilities that transcend traditional science discipline boundaries. This interdisciplinary nature of nanotechnology provides many avenues for teachers to connect the…

Discusses the rationale for using photochemistry to merge descriptive chemistry and molecular orbital theory in first-year chemistry courses. Includes procedures and safety information for various activities, demonstrations, and experiments involving photochemical reactions. (DH)

Presented is an activity in which students make models of viruses, which allows them to visualize the shape of these microorganisms. Included are some background on viruses, the biology and geometry of viruses, directions for building viruses, a comparison of cells and viruses, and questions for students. (KR)

In this article, the author talks about an inquiry-based activity involving yeast, wherein students learned about cell size. The activity allows students to employ math connections and to learn experimental techniques while practicing microscope skills. The activity can be adapted for students at all levels of biology. The author presents details…

Described is the use of analogy in teaching abstract chemical concepts. A foreign universe is postulated and nuts, bolts, and washers play the roles of atoms and molecules in this universe. (DS)

Contrasted are DNA viruses, RNA viruses, and RNA retroviruses. The structure, genome, and replication of retroviruses are discussed. The discovery, structure, and action of the HIV virus are described. A list of 17 references is included. (CW)

The "Central Dogma" of genetics states that one gene, located in a DNA molecule, is ultimately translated into one protein. As important as this idea is, many teachers shy away from teaching the actual mechanism of gene translation, and many students find the concepts abstract and inaccessible. This article describes a unit, called Genetics…

While teaching science in an alternative arts high school, the author continuously addresses the challenge of welcoming creative, right-brained students into the world of systematic inquiry. Busily mixing paint colors, choreographing futuristic dances, performing comedic theater, and practicing the banjo, the students rarely initiate authentic…