Describes easily constructed "black box" activities designed to introduce students to the concept of a scientific model. Exposes students to the scientific method of research and to the multiple models which can be hypothesized for many phenomena. (CP)

Makes extensive predictions concerning life styles in the United States in the late 1980's. Viewed from what is termed a public interest perspective, trends in resource conservation, education, and areas of human relations are projected. (CP)

Reviews Piaget's stages of development and describes types of educational activities which are appropriate for specific levels of cognitive development. (CP)

Expounds on the current solid waste disposal problems of the United States and current methods of waste disposal. Includes a description of the use of solid waste in power generating plants. A bibliography of suggested readings is provided. (CP)

Presents two examples of problem solving activities in which students are provided with helpful and extraneous information. Each of six group members must make verbal input for the collective solution of a problem. (CP)

Presents many of the moral and ethical considerations of modern society. Questions the role of education in dealing with these issues. (CP)

Employs a questioning format by which science teachers can determine if they are subscribing to vocational, discovery, or humanistic paradigms. (CP)

States the opinion that, even with extensive biological knowledge of man, there are many features concerning human interactions which cannot be explained. (CP)

Explains the nuclear fission process and types of reactors currently in operation. (CP)

Describes the ecological balance which exists between animal life on the savannah. Offers a series of photographic slides to support this point. (CP)

Offers an approach to the analysis of ecology oriented advertising based on the Essentia Project of the American Geological Institute (ESSENCE) model. Suggests several classroom activities to be done with this topic. (CP)

Advocates (1) breaking the lock-step sequencing of courses which places physics at the end of a three-year sequence, (2) adjusting grading procedures to bring them in line with other school courses, and (3) translating abstract concepts into concrete analogies in order to increase physics enrollment. (CP)

Discusses the oil embargo and its effects on the United States. Also assesses the present energy situation, sources and users of energy, threats to the environment, and the prospect of nuclear energy for the future. (CP)

Describes a technique utilizing analyses of photographs to study planetary motion. (CP)

Describes a series of activities for demonstrating the conditions necessary for burning (fuel, oxygen and temperature) plus several related phenomena. (CP)