Explains a series of laboratory activities which employ a microwave oven to help students understand word problems that relate to states of matter, collect data, and calculate and compare electrical costs to heat energy costs. (DDR)

Describes a project in which students create wind machines to harness the wind's power and do mechanical work. Demonstrates kinetic and potential energy conversions and makes work and power calculations meaningful. Students conduct hands-on investigations with their machines. (DDR)

Uses density to engage students in making quantitative observations that conflict with qualitative observations. Encourages discussion of the discrepancy thereby providing a natural means for student self-assessment and reflection. (DDR)

Details a lesson that utilizes trigonometric identities to determine the optimal angle between the atoms of covalent bonds. Generates a proof of the optimal angle for a molecule with four identical atoms bonded to a central atom that has a complete valence shell. (DDR)

Describes an activity in which students formulate their own questions and design investigations to answer them through a field trip to an amusement park. Cooperative learning groups of three or four students select one ride to investigate, then propose a question with an independent variable and a resulting dependent variable supporting their…

Examines the interest level of Chilean students in physics and technology in light of unacceptable performance levels in these areas. Relevant thermodynamics problems applicable to students' daily lives generated more interest. Discusses the importance of presentation to student acceptance of the curriculum. (AIM)

Addresses the dearth of materials in science for the learning disabled student. Suggests some teaching strategies such as a student assignment journal, the usefulness of mnemonics, and incorporating technology such as computers as much as possible. Also discusses classroom organization, assessment strategies, and how to build confidence. (AIM)

Presents three problems based on the price of aluminum designed to encourage students to be cooperative and to use an investigative approach to learning. Students collect and synthesize information, analyze results, and draw conclusions. (AIM)

Discusses the value of keeping journals to promote science learning while simultaneously practicing communication skills. Suggests that writing also enhances science learning because it is a constructive, reflective process which helps students clarify scientific concepts and think creatively. Offers a list of potential journal topics. (AIM)

Describes the Solutions model used at Shelley High School in Idaho which gives students the opportunity to gain practical experience while tackling community problems. This approach is built on the three fundamentals of an integrated curriculum, a problem-solving focus, and service-based learning. Sample problems include increasing certain trout…

Discusses the value of reading biographical material on scientists to enhance student understanding of scientific developments and the roles of individual scientists. Contains a list of recommended books and suggests techniques for selecting the most appropriate literature. (AIM)

Describes the use of a computer-linked camera to demonstrate Coulomb's law. Suggests a way of reducing the difficulties in presenting Coulomb's law by teaching the inverse square law of gravity and the inverse square law of electricity in the same unit. (AIM)

Explains how the Canadian soft drink Orbitz can be used for explorations of density in the classroom. The drink has colored spheres suspended throughout that have a density close to that of the liquid. Presents a hands-on activity that can be easily done in two parts. (DDR)

Recommends the use of constructivist-based strategies to engage students who are not interested in science using traditional methods. Focuses on the application of these strategies in a laboratory experience exploring gas laws. (DDR)

Explains the use of a constructivist model for engaging students in the curriculum. The student end of the model is characterized by the knowledge, personal experience, degree of motivation, and level of interest that a student brings to a learning situation. (DDR)