The National Science Teachers Association (NSTA)

Home , Appleton (crater), Bunsen (crater)

nneitmem, 11111.'111MP; ED 030 566 SE 007 066 The 1969 STAR Awards, Science Teaching Aelievement Recognition. National Science Teachers Association, Washington. D.C.

, Pub Date 69 Note -63p. Available from-National Education Association, Publications Sales Division, 1201 16thStreet..N.W., Washington; D.C. 20036 ($2'.00) EDRS Price ME-SO.50 HC Not Available from EORS. Descriptors -Biology. Chemistry, Course Descriptions, *Educational Innovation,Elementary School Science. *Instruction, *Professional Associations,. *Science Education, Science Equipment.Secondary School Science, Teacher Aides Identifiers-National Science Teachers Association, NSTA STAR Awards The NationalScienceTeachersAssociation (NSTA) Awards Program for acr ,vementinscience teaching seeks toidentify and recognize outstanding achievements in science education from preschool through college.Specifically, its purpose is to encourage the developmentof creative ideas. techniques and materials that will increase the effectiveness of science education.This document identifies the recipientsofthenine1969 STAR Awards cielddescribestheirinnovative. award-winning contributions to science education. (RS) U.S. DEPARTMENT Of HEALTH, EDUCATION& WELFARE OFFICE Of EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED fROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS Of VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIALOFFICE Of EDUCATION POSITION OR POLICY.

r;44k

CIENCE AS THE 1969 STAR AWARDS

Science Teaching Achievement Recognition

The STAR Awards Program, co-sponsored by NSTA and the American Gas Association, is designed to identify and recognize outstanding achievements in science education from preschool through elementary, secondary, and collegiate levels.

NATIONAL SCIENCE TEACHERS ASSOCIATION Washington, D. C. "PERMISSION TO REPRODUCE THISCOPYR IGHTED MATIRIAL. BYBICROF ICHEONLY=N GRANTED BY/Vadt- Se-A, Tede-4. TO ER I C AND ORGANIZATIONSOPERATING UNDER AGREEMENTS WITH THE U. S. OFFICE OFEDUCATION. FURTHER REPRODUCTION OUTSIDETHE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHTOWNER."

A Department of the NATIONAL EDUCATION ASSOCIATION

Stock No. 471-14588 Single copies $2

Discounts on multiple orders: 2-9 copies, 10percent; 10 or more, 20 percent Payment must accompany orders for $2

Order from: NEA Publications Sales Section 1201 Sixteenth St., N.W. Washington, D.C. 20036 INTRODUCTION

The NSTA STAR Awards for achievement in science teachingwere reactivated in 1968 after a 7-year period of inactivity. The 1969awards were co-sponsored and financially supported by the American Gas Association. TheSTAR program seeks to identify and recognize outstanding achievements in scienceeducation from preschool through college level. Specifically itspurpose is to encourage the development of creative ideas, techniques, and materials that will increasethe effectiveness of science education. Some goals related to this are: 1. To raise the general level of scientific literacyamong the total population. 2. To influence moreyoung people to consider careers in science, engineering, science teaching, and other related fields. 3. To assist students to develop understanding andfunctional control of basic concepts and principles from the scientific disciplines. 4. To provide opportunities and guidance forstudents to have practice and gain skill in using processes of scientific inquiry andto develop habits of creative thinking. In addition to widely reporting the.sc.. scienceteaching innovations through publication, the program recognizes the winnersas follows: Substantial cash awards Bronze medallions of recognition Personal introduction at annual convention The STAR program is another effort ofthe Board of Directors to increaseoppor- tunities for participation in activitiesof the Association and to increase the prestigelevel of teachers and the profession. Entry forms for the STAR Programcan be obtained by writing to the NSTA Executive Secretary, 1201 Sixteenth Street,N.W., Washington, D.C. 20036. Formsare available in the early fall for the followingyear's awards. CONTENTS

The Biological Science Enrichment Course for Elementary School Children (First Grand Award) 1 ROBERT L. GANTERT

Breaking Better Bridges (Second Award) 6 BUEL C. ROBINSON

New Directions for Chemical Education in High Schools 11 JAMES V. DEROSE "Field Biology"Forest, Field, Stream, and Evolution 27 JOHN A. JAESCHKE

An Improved, Versatile, Inexpensive Astronomical and Chemical Spectrophotometer 40 R. M. KALRA

A Scientific Research Course for High School Students 44 JULIAN KANE

Stimulating Creativity Through Chemistry 46 ELAINE W. LEDBETTER

Demonstrate with an Overhead Projection Air Table 51 JOE P. MEYER

Development of a "Teacher Aides for Science" Program 56 GILBERT R. TURPIN * FIRST GRAND AWARD *

The Biological Science Enrichment Course for Elementary School Children

ROBERT L. GANTERT

Nathan Hale High School Seattle, Washington

The following report includesan Eventually, it is hoped that this integra-dous enrollments this summer in these incomplete summary ofcourse contentted teaching philosophy can be expandedno-credit courses suggest that we are on for both five four-hour classroom sessions to embrace all subject matter fields. Thethe right track. a s well as five four-hour field trips design- author is currently participating in three ed to teach biological science to elemen-"Continuous Progress" programs simulta- Before any scheduling for thesesum- tary school pupils. This pilot effortre- neously with his regular biology teaching.mer science enrichment courses were or- presents the virgin venture of real team However, only one of the threeprogramsganized and held, it was necessary to first teaching among high school and elemen-will be described in detail, namely, theenlist the support and interest of the tary science teachers on an acceleratedBiological Science Enrichment Course forelementary teaching personnel. This inter- cyclic planned procedure. The author'sElementary Pupils. est was stimulated through special in- great respect for the problems of the This year the BSE course wascon-service courses taught by the high school elementary teacher reached its highestducted on a 20-hour lecture-demonstra-science teachers who formed the initial peak of admiration upon the completion tion, 20-hour field-trip curriculum in twostaff for the "Continuous Progress"pro- of the six-week study. Without thededi- weeks of thesummer school period.grams. The author, for example, taught catedteamworkof the other threeThere were three of these two-weekseveral twelve-hour eveningcourses for a elementary teachers involved, the final courses and a total of twelve elementarylimited number of elementary teachers at outcome would not have been possible. schools involved with Nathan Hale Highthe local Woodland Park Zoo. Thecourse, Any recognition for this project willmostSchool servingasthecentral supply"How to Know Your Zoo," utilized the certainly be shared withmy elementary center for this course. At the same timezoologicalstaffaswell as the living teacher team members. theBiologicalScienceEnrichmentanimals at the zoo ina new "Living Courses were in progress,a selected groupExperience Approach." An interesting For the past two years, the Seattle of secondary science teacherswere con-and practical lecture was given bya School System has been involved ina ductingsimilarlyscheduledsummertrained zookeeper. Without the sincere type of integrated "Continuous Progress" school courses in the physical sciences forpractical knowledge of these dedicated procedure designed to more finely define-elementary pupils. A type of "Kitchenzookeepers the courso would have fallen ate the basic philosophy of the elemen-Physics and Chemistry"was being taughtflat on its face. tary and the secondary science curricu- at several elementary schools. Admittedly The next step in preparation for the lum. To date this pilot experimental this type of "shotgun" approach containsBiological Science Enrichment Program program has been largely confined to the many loopholes; however, even with itswas to schedule a series of lecture- physical and naturalsciences because errors the plan has created an awakeneddemonstrations in the elementary schools flexible scheduling in these areas permitsinterest among the elementary teacherin which the rotatingzoo at Nathan Hale changes of high school science personnel.and pupils of all grade levels. The tremen-High School could be fully introduced

1 and made available on a loan basit; to thetaking place during the entire course!Procedure: elementary teacher. This scheduling was The author will welcome any criticism accomplished through fre,. time grantedor request from teacher-readers for addi- the author to present "Live Teachingtional data and material., etc. Have each pupil place a small section Programs" periodically throughout the of plastic clear ruler under the low regular school year. With 100 elementary power objective until he can easily see schools in the Seattle System, the sched-First DayGeneral Orientation two of the millimeter (mm) linesand uled series of lecture-demonstrations had the space between them.Explain thata to be restricted. Since the average enroll- I. Take the class to the museum cases micron is really 1/1000 of a mm or ment of elementary schools in Seattle is and carefully remove and explain each that in a micron scale there are actually about 600 to 800 pupils, a tight time "Strange as It Seems" disp;ay? Sev- 1000 tiny divisions. A paramecium, for schedule had to be followed. In brief, eral "Strange as It Seems" cards are example, might be 20 micnns, bacter- threeandoccasionallyfourseparate presented in the accompanying box to ium 4 microns. If available use one of assemblies were given at each school. show how easy it is to compile these the micron scales that can be placed Kindergarten pupils were taken alone interesting items. Any teacher can, by within the eyepiece. As the organism since the vocabulary must be carefully browsing through a zoology text, cre- stretches along the superimposed scale chosen and each child must be allowed to ate a myriad of little-known scientific under the microscope, the student can touch an animal. The other grades were facts and find toys to display them. determine its length in microns. A high grouped into units:First and second; The addition of an unusual toy to the school may loan you an inexpensive third and fourth; and finally the fifth and typed cardis an excellent interest- micron scale. At the same time, it sixth grades formed the audiences. The stimulator. should not be too e.fficult for the lecture-demonstrations were repeated in II. Upon returning to the classroom have pupils to estimate the approximate each of the assemblies; however, some microscopes for students to examine width of the low power diameter field variation occurred since each group asked while you carefully go over the basic in microns (about 1600 microns). increasingly varied questions. parts. At the same time, have beside The complete ten-day cycle of four- each microscope a small cut sectionIII. Have at least one dissecting (stereo- hour sessions included: from a plastic transparent ruler that is scope) microscope available for macro- divided both into inches and milli- scopicuse. The terms transparent, First day- General Orientation Session meters. Since the field trip the next translucent, and opaque as related to day will be for the collecting and later the use of both types of microscopes Second day- Field trip to the Arbore- examination of minute protozoa and should be made clear. tum plant life, the question of just how IV. Introduce the six main tools of the small these microscopic organisms are quadrat system: the trowel, shaking Thirdday-Classroom Laboratory and how they are measured is impor- screen,insectaspirator,collecting Work tant. At this point briefly explain the bottles, chloroform bottle, and quadrat Fourth day- Field Trip to Woodland units of the metric systemunit of one foot square. Explain how each is Park Zoo weight (gram), unit of length ( meter ), used by demonstrating with a handful and unit of volume (liter). Do not of "seeded dirt" that contains some Fifthday -Classroom Laboratory spend too much time on these units ants. As the larger particles of dirt fall Work since the micron will not be used for on the shaking screen and the ants slip two days. through the finer mesh, quickly aspir- Sixth day - Field Trip to Pier 56 ate them. Another method is to bring into class a dry fish bowl containing a Seventh day- Classroom Laboratory number of ants and have pupils experi- Work 1 Numerous charts, slides, and other descrip- ment using the aspirator by sucking up tive material accompanied the original entry the ants into the test tube. If no ants Eighth day- Field Trip to Nathan Hale but space does not permit the inclusion of High School them all with this publication. However, are available, simply roll up tiny pieces interested readers may obtain the complete of paper the size of ants and aspirate Ninth day-Classroom Laboratory daily schedule presented in Mr. Gantert's these into the test tube. In explaining Work paper by writing to NSTA STAR Awards, the use of the standard one-foot square 1201 Sixteenth St., N.W., Washington, D.C. wooden frame quadrat, carefully ex- Tenth day - Field Trip to Lincoln Park 20036. plain what is meant by "random sampling" of an area to determine the A detailed daily schedule for three 2The "Strange as It Seems in Science" idea population of either small plants or days of the Biological Science Enrich- was published in Science World and the organisms. Also emphasize the impossi- ment Coursefor1968 as presented TeachingToolsJournalin 1958.In bility of trying to crawl around over an addition, some of the toy displays are from folio ws. The work performed on these an award-winning 1958 STAR entry by the acre of ground and hand count every days isrepresentative of the activities author. ant and spider. The tossing of the

2 quadrat in an open field must be doneProcedure: way as the one-foot square quadrat. 11 randomly in order to havea good However, in this case, the field will be survey of the area. For plants only a When all questions have been answer- the pages of any magazine or book and surface count is necc,sary; for insects, ed, pass out mimeographed sheets in the cardboard quadrat is droppedon the soil should be removed toa depth which letters in the English alphabet the printed page at randoma total of of about three inches for eachsquare are used to take the place of living ten times. Students are to count all the foot quadrat. The chloroform bottle is organisms one might find within each letters that fall within the boundaries used to empty the insect aspirator quadrat in the field. Pass out quadrats of the one-inch square. Across the top periodically as these organisms will be one inch square cut from cardboard. of the mimeographed sheet thenum- counted back in the classroom. These quadrat are to be used the same bers 1 to 10 stand for the quadrats. The letters A to Z can stand for various insects. After all the "random samples" have been taken, explain that frequency meani percent and is determined not by the number but rather "Strange as It Seems" by how many quadrats out of the ten each letter appears. For example, if the 1. Why do we wear jewelry? According to anthropologists, the custom is a carryover letter C appears in six out of theten from our primitive ancestors who wouldwearamulets as a sign of wealth as quadrats, the frequency is 60 percent. well as a precaution against evil spirits. Even today, the Amish people still paint hex Density, on the other hand,means the signs on their barns to ward off the so-called "evil spirits." (Display pieces of actual number of organisms found in jewelry with this card.) each quadrat. The vowels willappear 2. Science and medicine of the past: The Incas and Aztecs practiced brain surgery as more often than other letters. Letters early as the 13th century. As many as five openings have been found in one human such as Q and Z may not appear inany skull. Animal skulls have also been found that the Incas and Aztecs had apparently of the quadrats. However, the letter E used in surgical experiment. (Display any animal skull and a crude knife.) will be the highest density (total 3. A living toothpick! Despite his ferocious disposition and ill temper, the crocodile popu- permits a tiny bird to enter his mouth, pick his sawlike teeth clean of food particles, lation count) as well as also havinga and depart unharmed. The teeth of the crocodile slant in all directions and it is 100 percent frequency. impossible for the animal to dislodge leftover meat that sticks in his teeth. However, V. Obtain a core borer. Bring to classa the tiny bird has developed the ability to take flight backwards in case the crocodile block of wood and demonstrate the or host shows a tendency to retain his feathered helper as part of his diet. This use of the core borer in counting might be called a case of symbiosis or mutual assistance. (Display toothpicks witha annual rings of a tree to determine its stuffed baby alligator.) age. Later show how to insert the core 4. What are some of the oldest living things on earth?The giant redwoods of California. back into the hole tosave the tree. Two reasons for their great age are a natural resistance to harmful insects as well as VI. Demonstrate the use ofa standard having a type of resin in the wood which helps resist destruction by fire. (Display plant press in preparinga herbarium. sample of redwood.) Pupils can later catalog leaves accord- 5. Forensic anthropologyis a fast growing branch of science which involves the ing to their venation. application of scientific laboratory methods to aid in the detection of crime.Aman skilled in analysis of bones can determine the age, sex, and many other important VII. During the final hour show the film facts from a single bone. (Display any kind of bones.) "Nature's Half Acre." For the field trip 6. What is your real value? Whenever you start thinking of yourown vast importance next day, the pupils need only bring in this world it might help you to remember this simple fact: If the body ofan several small jars for collecting speci- average 150-lb person were reduced to its simplest chemical composition the mens. General laboratory equipment following elements would result: 100 lbs of water; 24 lbs of carbon; 7 lbs of lime; 2 will be a net, chloroform bottle, metal lbs phosphorous; 5 ounces of nitrogen and traces of salt, magnesium, iodine, iron, collec1.qg carrier, and plantpress. sulfur. All these can be bought at your local drugstore for about $2.10. (Display gram scale and a few of these elements.) 7. The eyes have it! The common dragonfly has the distinction of having the largest Second Day Field Trip to number of facets to its compound eyes 30,000 parts to each eye. This explains the Arboretum the almost impossible task of trying to swat a dragonflyon the wing. He sees a total of 60,000 hands at the same time! (Display a mounted dragonfly.) 8. A problem in simple arithmetic of the blood and heart: How much blood at the rate I. A special school bus picksup the of two ounces per beat, and at the rate of 75 beats per minute, does the heartpump pupils from the elementary schools. each full day? The answer you will find is slightly more than seven tons. (Displaya model of a human heart.) Upon arriving at the general site, the 9. Is fish really a brain food? A certain amount of phoL.2horous is used to keepa brain teachers divide the pupils into tour healthy along with other minerals, but you could eal. fish three timesa day without groups to collect specimens; namely, raising your I.Q. one point. In brief, it is possible to havea healthy brain and at the leaves,planaria, pond samples, and same time possess an empty head. (Display fish and skull.) other available life in the community.

3 Forms such as snail embryos, daphnia, class as well as individual teams of all the ingredients required, and the and nematodes are in abundance in pupils can be analyzed. egg was hatched by solarheat, which pond communities. Rocks and deadII. The third hour includes showing a allowed the Great Reptiles of the logs are examined for fungi, amphi- brief film entitled "Know the Proto- Dinosaur Age to roam and reproduce bians, and beetle larvae. The teachers zoa" which will help students organize freely over the vast surface of the have previously visited the community and recognize the organisms already earth's land mass. Have several reptile and have a knowledge of the forms of discoveredintheirowncultures. eggs such as turtle eggs or snake eggs lifeto be collected. This particular Immediately upon conclusion of this for examination. Such harmless snakes field audy depends entirely upon the short film, itis now time to begin as the gopher snake, which makes an ecolog of the specific area. If time preparationforthe scheduled next ideal classroom pet for elementary age permits several students might take a day's field trip to the Woodland Park children, are introduced at the begin- sample quadrat by using the techniques Zoo. ning. Later on the large six-foot boa is discussed in the opening class session.III. Bring to class several exotic unusual handled by the instructor and later by Tree cores are also taken for later wild animals for handling and close pupils who reveal a sincere interest. analysis. Total time for collecting is observation by students. Since we have During the demonstration the features restricted to three hours to allow suf- a large varied collection of wild animals of snakes such as the following are ficienttime for students upon re- in our own Nathan Hale Rotating Zoo, explained: turning to their school to store the this is a simple procedure and one that 1. How much of a snake is its tail? specimens and prepare for the next has proven very stimulating to the (About 1/10 the entire length.) For day's laboratory classifications. pupils. We have a large six-foot boa this question show where the abdo- constrictor, a sand boa from Africa, minal scales merge to find the ?nal and flying squirrels. These wild animals vent. are all conditioned and docile from 2. Snakes do not have any eyelids and Third Day previous handling and have proven to their eyes are always open. How Classroom Laboratory Work berelativelysafe. However, always then do they sleep? (Scientists sus- stressthat any wild creature must pect that a snake does not always I. Spend the rust two hours in examin- always be handled with caution as its see and that it has certain periods in ing andclassifyingthematerial behavior is not predictable. Show a the 24-hour day when it is really in a collected on the field trip. Demon- brief film entitled "Reptiles Are Inter- coma.) strate various techniques for preparing esting." The reptile is the most fas- 3. Differences between poisonous and slides, including methods to slow down cinating of allanimals. Why? The nonpoisonous snakes. How can you movement of the more motiie forms. introductionof thefirstland egg differentiate? (By the scales as well Students work in pairs. Simple charts (amniotic egg) marked the beginning of as by the pupils of the eyes. In should be prepared for a brief analysis a great era of independence among North America nonpoisonous snakes of life near the end of the second hour. higher forms of life. The embryo have round pupils; poisonous snakes Count of organisms found by entire inside the egg contained within itself have slit-like pupils.)

**. The chance foranelementary child to actually work in a high school laboratory situation

evoked much valuable comment from both student andparent.**

4 IV. During the final hour, show a series of to promote harmony as well as real could be adapted tothat type of animal slides. Carefully point out char- understanding. A better selection of schedule. acteristic features that place certain age groupings is needed. If the course is intended to be an animals in orders. For example, the3. Evaluation of the Course carnivores by teeth arrangement, the experience not encountered within the hoofed animals by toes, the birds by normal school year, it should be taught types of beaks and feet, the rodents by bytheintroductionof secondary The students seemed to derive a teeth.(The animals shown areas materials and not by the use of elemen- great deal from the experience, both in closelyassociatedas possible with tary materials. In brief, holding the general knowledge and a broadening of those to be seen on the field trip class sessions at either a junior or scientific scope. It presented an excellent through the Woodland Park Zoo the senior high school where the materials opportunity to initiate the pupil at an next day.) The final slides should show are already on hand seems the logical early stage into the growing complexity animals grouped according to the realm solution.In my own caseitwas of team teaching. The chance for an in which they are found in the wild necessary to transport many pieces of elementary child to actually work in a state: for example, the chinchilla from equipment from Nathan Hale High high school laboratory situation evoked South America, the orangutan from School to meet the needs not only of much valuable comment from both student and parent. Many parents called me Asia,thelionfromAfrica,the my own classes, but also to supplythe later to voice their opinions of this phase kangaroo from Australia, the fox from needs of the other teachers involved. If of introducing advanced material and the North America. theclassescould be heldatan inspirational effect it seemed to have on Many other variations in conducted equipped junior or senior high school, their children. In this age when all educa- sessions during the six-week period of the greater uniformity and organization as tionisreceivingsuchadramatic BiolOgicalScience Enrichment Course well as superior instruction and worth- were used by the other two teachers while pupil learning would probablyaccelerated "boost" it is most gratifying to hear parents comment so favorably. I involved in this experimental venture. We occur. found the course to be a most stimulating all learned a great deal from the successes4. It should not be too difficult to experience and one I enjoyed thoroughly and the failures encountered. A few of prepare a general ,nat from the despite the problems involved. the mistakes and criticisms are offered experiences gained ik,m this pilot six The course was flexible to allow for here so that future classes might improve weeks, a more uniform method of individual creativity to evolve. I know in upon the general content. classroom content to be covered, as well as field trip study. This does notmy own case that I did not teach the mean that the individual teacher mustsame procedu:e inexactlythe same manner for the three sepaiate sessions. In Criticisms of the Course follow any stereotyped course and not fact, the revision was made both in text and Problems Encountered be allowed to pursue any creative ideas of his own or of his students. It merely and procedures in each of the three implies that if the students are to have sessions as I learned which ideas were less 1. A four-hour class session is too long for the same advantages and experiences, avaluable in content. The sign of good the age group. The preparation requir- more equal distribution of bothmateri-teaching centers around the ability of the ed to maintain the sustained interest of als and teaching procedures should beteacher to either revise elementary mater- clTdren this age is tremendous to say followed. ial and concepts to challenge secondary the least. A three-hour session with 5.If this type of course is intended tostudents or by the same reasoning, to be several breaks, as well as playground result in the type of specialized i..truc-able to take any secondary concepts and facilities available for taking care of tion used by the more progressivetransform them into understandable ele- these breaks, is recommended. elementary school which has trainedmentary education needs. In this course, I 2. The placing of pupils just recently specialists teaching all the art, music,had ample opportunity to try out my from the third grade with those on the and science on a visiting schedule, thephilosophy by using high school concepts way to seventh grade is too big a gap course should be designed withthisfrom BSCS, as well as my own, and both academically as well as otherwise goal in mind and planned so that itstepping it down to elementary aptitude.

5 * SECOND AWARD *

Breaking Better Bridges

BUEL C. ROBINSON

Washington High School Denver, Colorado

The trouble really began with theas well. It has become too large for us toif used properly. From this idea the article published in the May 1965 issue ofmanage, yet is still too much alive for usextracurricular contest resulted that year The Science Teacher which described ato let go. in the crushing of eighty bridges before model bridge design contest held in our The contest began in the physicsan interested but puzzled groupof stu- school as a part of the physics program.classes as a result of some speculation ondents in the school lobby. Because of the From the remains of the broken bridgesvectors. It was decided to see what a fewScience Teacher article and similar stories the idea has spread throughout Colorado(30 to 40 line-41 feet) sticks of fragilein the local papers and several engineering and, to our surprise, to many other states(3/32-inch square) balsa wood could holdpublications, and due to the TV coverage, the idea and contest have almost gotten away from us. This year, in ourschool Design ideas varied drastically. alone, over three hundred bridges were crushed in the school gym to the cheers of the3,000-memberstudent body. Scenes like this were going on all over our state. We have just completed the Second Annual Colorado Model Bridge Design ..`" Contest in which over sixty schools in the state participated. Our school is a sponsor for the statewide contest, but we have been fortunate to secure as co-sponsors the professional engineers of the state and State Highway Department. The fmancial and professional help has made the contest possible on a large scale. The preliminary contests in all the participating /-::_40114 schools are held locally, but the state finals are held under closely supervised conditions in the impressive testing laboratories of the State Highway Department and run by professional engineers. The contest rules are now written and supervised by the best engineers in the state.

6 They donate their valuable timeto thedistant corner of thestate with only eight project. watching the studentsbecome excited students in the physicsclass took home Engineering and with and take holdof a new idea. While scientific groupsthree trophies in competitionwith many and teachers from many students make onlya perfunctory all over the U.S. havelarge but less successfulschools from the contacted us for attempt, a surprisingnumber accept the information on rules andcities. project for the the running ofthe contest, and challenge it is andenter we have 7-Ire is satisfaction inbeing able to received many into it with the truescientific spirit of reports of similarcontestsinterest so many students.The cost of nowin inquiry. Americans havealways been operationthroughoutthematerial is less thana dollar, and the country. The United known asinventiveandresourceful States Informationdesign and constructiontime is not bur- Service printed people, and this characteristicdoes not an article overseas on thedensome to students alreadybusy doing ccntest, and seem to be missing inour often maligned we have heard from schoolsrequired school work. Allstudents, re- as far away as Japan. younger generation. Nosooner are the gardless of athletic,acting, or musicalrules distributed than ability, can participate sketches, drawings, in a programand partially built modelscrop up every- calling for thought, planning, and ingenu-where. Argumentsare overheard in the What Has Been ity. The winners Learned? receive considerablere-halls on the relativemerits of one basic cognition from the school, andit is sweet design over another,and a runon library music to hearyour fellow students cheer A project Filo this books on structures,forces, and vectors one should not bewhile your bridge is taken too seriously.We don't pretend being loaded withtakes place. A steadystream of bridges greater and greater loads. that great contributions arrives for preliminarytesting and they to scientific and The community has technologicaldevelopment have been shown greatare analyzed for defects. interest in theprogram, and opportunities forthcoming, andwe don't claim that this The really perceptivedesigners go to cooperate with peopleoutside our experience causes studentsinclined other- over the rules witha fine-tooth comb school have beenmany. The numerous wise to decideon science and engineering looking fora clue to a major design newspaper articles and the TV as a career. Inanswer to a repeated ques- coveragebreakthrough. The studentsare often so do nothing to hurt theimage of a school tion: No, we don'tthink the contest has clever that theyget a step ahead of the system that dependson the public for its uncoveredany new radicalstructural professional engineerswho help formu- support. We have been workingclosely breakthrough; butsome things have been late the rules. Studentswere splitting the the past threeyears with the engineering learned. matchstick-size balsa andthen gluing it profession in thestate. The engineers We believe thatan additional spark back togethergetting a reinforcedcon- have beehmoie than generous with their of interest has beenadded to a consider- crete effect. This approachhad not been able number of time, talent, andmoney in support of thecovered in the rules. high schools in thecontest. Now it is. In orderto country. Before thecontest begins in the keep the studentsguessing, it isnecessary The project isvery rewarding to the fall,letters and callsfor information to make drastic changesin the design classroom teacher. There begin. Teachers,fearing that they have is satisfaction inrules fromyear to year. Some rule been left off themailing list, contactus, and our own students, The more successful designs who have wit- combined several structural ideasinto one bridge. nessed the contestas sophomores, beatus to the punch in theireagerness to get started. The contest is usedas a basic part of an advertising campaignto interest students in physics,and it has workedso well thatour enrollment has shotup in N4 the past fewyears as it has done in other alt& local schools usingthe same approach. This is in oppositionto the national alor;t0.'410:1010D7,* dit downward trend inphysics enrollment. The contestcan be a school morale builder. The schoolwinning the state contest last year containslarge numbers of students fromminority groups and has had many problemsand fewsuccesses of late, but thepresentation of theim- pressive trophy by theengineeringpro- fession was hailedas a highlight of the year by that school'sadministrators. This year a small unheard-ofschool ina

7 changes have been made in self-defense di,___Lic" ' ' " 1 NGT014 because individualschools lack heavy testing equipment. Two years agothe CHoot winning bridge, weighing less than one ounce, held over 1200pounds. Our mass-production school systems often do not provide sufficient opportunities for creativity. While artstudents may have such creativeexperiences daily, science students do not. Sciencefairs are helpful, but they often require months or 1111111111amille years of preparationand considerable GOMM money for successfulparticipation, and they are aimed at that special science-

oriented student. The short but intense , _ bridgedesigncontestgivesstudents who only have a few hours to spare an « opportunity to be creative both with mind and hands. The variety of design _ ideas is very broad, and it even surprises the experienced engineers judging the contest. Imaginative design does notal- A materials testing engineer loading a bridge in thestate fmals. ways win but the evidenceof ingenuity and thought that went into a design is often reward enough. The students who are the most creative are notalways thefivebridge&- before arriving at a Imalwork, because it does take many hours students who are best in the routinecontest model. Although it was not in-and days of planning, writing, mailing, classroom work. There seems to be atended that students take ihe contest soand supervision for both our local and the spark in some students that needs tobeseriously, they are not about to bestate contest. Although we often say, nourished into a burning fire, and somediscouraged with an attitude like that. "Let's quit," we don't. We just wouldn't of the designers have caught fire to the In the fall, as school begins again, wewant our students and ourselves to miss extent that they have built anddestroyedoften ask ourselves if it is worth all theall that fun.

** The students are often so clever that they get a step ahead of theprofessional engineers who help formulate therules.**

8 16"

.0,1fr7APPLICATION OF LOAD FOR TESTING BRIDGE

de-/V 41 2"x LOADING BLOCK

)s<11),.<1 vi

eizSUPPORI /vSYMM. ABOUT (t. /2zBASE BLOCK

15"

GEN. END VIEW

NOT TO BE INTEGRAL PART OF BEAM GEN. ELEV. OF MODEL BEAM & SUPPORTS

GENERAL DETAILS OF MODEL BRIDGE AND LOADING BLOCK

ORAWN SY : IIRIOGE DESIGN SECTION COLO. DIV. OF HIGHWAYS

OFFICIAL RULES

1. The design for the 1968 model bridgeis that of a beam be allowed from each participatingschool. Certification bridge. The outside dimensions of thebeam must be two notices must be mailedto the state committee by the (2) inches constant width bytwo (2) inches constant height teacher not later than December2, 1968 and include the by sixteenth (16) inches long. The beammust be straight names and standing of the three schoolfinalists. and shall not extend below the base blocks.Refer to the drawing above for all criticalmeasurements. 5.Final testing will be under thesupervision and direction of engineers of the Colorado HighwayDepartment Bridge and 2.The only material allowed is forty (40) linealfeet of 3/32 Materials Testing Section. Modelsmust be mailed in time square balsa wood and airplane glue. No other material to arrive at the laboratories byDecember 6, 1968, or, if permitted. Cement shall be a transparent airplaneglue delivered in person, must beat the Denver labs not later no r e s ins, epoxies, or white glues will be accepted. than 9:00 a.m.on December 7, 1968. All modelswill be Cements may not be used in large amounts at jointsor to loaded to the point of failure whilepositionedon the official coat structural members. No more than four (4) sticks of base blocks and under the official loadingblock, as shown wood shall be laminated together. Sticks shall not be split, in the above drawing.

3.Contest is open only to students currently enrolledin Owl& physics or mechanical drawing classes ina participating high school, The school must be registered inthe compe- TEACHERS NOTE: tition by your teacher who must returnan official regis- If you have not receiveda registration card, model tags and tration card to the state committee. certification notice or ifyou have any question regarding any phase of the 1968 COLORADO HIGH 4. SCHOOL MODEL BRIDGE School entries in the finalsmust be properly tagged with BUILDING COMPETITION, please contact:Buel Robinson, the student's name and certifiedby the instructor that the George Washington High School, Model Bridge BuildingContest, models comply with official rules.Only three finalists will 655 S. Monaco Parkway, Denver, Colo. 80222. HOMEMADE TEST STAND PRESS

A satisfactory testing stand can be fashioned out of a MODEL BRIDGE LOADING BLOCK bathroom scale and a drill press stand. The chuck

should be removed from the drill press stem and SUPPORT

wooden loading block and base blocks placed between BATHROOM SCALE BASE BLOCK

the model and the press and scales. Pressure from PRESS BASE the drill press will be transmitted via the loading

block to all parts of the model and the load can be PRESS

read in terms of pounds, on the dial of the bathroom

scale. LOADING BLOCK MODEL BRIDGE The design and dimensions of the loading block .;:,- SUPPORT given on the drawing with the official rules. This may BASE BLOCK BATHROOM SCALE be constructed out of wood. PRESS BASE Please refer to the drawing here on suggested use of

a bathroom scale and drill press for testingmodel SUGGESTED LOADING DEVICE FOR TESTING MODEL BRIDGES LOCALLY bridges at your school. Note that drill press stem

should strike loading block in dead center.

MODEL BRIDGE BUILDING FINALS

Department of Highways, State of Colorado, Central Materials TestingLaboratory December 7, 1968

The final testing on a hydraulic press in theCentral ered directly to the labo re t o ry east of the main building Materials Testing Laboratory of the Colorado Highway bet wean 9 a.m. and. 9:30 a.m., Dec. 7,1968.The actuid Department will be under supervision of Paul Chuvarsky, testing will begin at 9:30 a.m., Dec.7,and all models win chief bridge engineer in the bridge design section, on Dec. be tested to failure. 7,1968. The preliminary school testing must be completed The space in the state materia Is testing quarters is in time for the teacher to send in certification cards by Dec. limited. io if too large a crowd shows up, some may have to wait in line to witness the testing of their models. 2,1968. The certification cards notify the commi tteeof the number of model bridges which are to be tested and are The mailing address is: Colorado State Highway Depart- addressed to the attention of Paul Chuvarsity. ment, Attn: Paul Chuvarsky, 4201 E. Arkansas, Denver, Models for the final testing should be tegaired if dam. Colo. 80222. aged during the preliminary school testing, but cannot be a It e red in design. Each of the threeschool final models should be tagged with identification cards and certified by 1 the teacher. At the time the certification postcard is mailed to the State Highway labs, the teacher should note onthese cards the method of delivery of the models. If the models' are to be mailed, they sh ou 1 d bepacked so as not to be 19 damaged enroute an d posted in time to arrive at the High- way Department not later than Dec.6, 1968. t"r arraaraNece *ISO If some representative from your school is to being the 100.1.1N MI CM viAq models to Denver in person, these models should be deliv-

PROFESSIONAL ENGINEER OF COLORADO 10 New Directions for Chemical Education in High Schools

JAMES V. DeROSE

Marple Newton School District Newtown Square, Pennsylvania

What istoday'sstudent in highing chemical education in the secondary Although CBA andCHEMSwere school chemistry supposed to learn? Whatschools. The point of view expressed bycompletely new aoroaches in theearly are students in chemistry actually learn-the CBA writers (1) is that "through theirsixties, it is quite appaiznt that in stated ing? What in chemistry is it desirable that aown study and investigation of chemicalgoals and content most chemistry texts student learn? Answers to these questionssystems, students should learn how exper-published since are in much thesame are urgently needed to provide the know-iments and ideas contribute to the under-mold. The authors consider essentially ledge necessary to formulate and supportstandingof chemistry." TheCHEMSthe same topics, espouse general goals thoughtfulrecommendationsforim-writers (2) stated that the "laboratorywhich emphasize the interaction of the proving current practices in chemical ed-should be a place where the studentlaboratory and ideas, and wish for the ucation at the high school level. makes and records carefuli observations,student an understanding of chemistryas This paper is a report of our effortsseeks 'regularities' in what he observes,the chemist sees it. since 1966-67 at Marple Newtown Seniorand then 'wonders why'." Pode (3) in an Textbooks and laboratory guides do High School to find answers to theseextensiveriialysisofthe CBA andnot in themselves transfer or even com- questions. Some of the extensive sub-CHEMScoums found that nine majormunicate understanding. Furthermore, al- jective and objective data collected so fartopics: "stoichi3mctry, atomicity, kin-though thematerialsarewritten for are included in this report. Out expaletic-molecular theory, periodicity,ener-students, the emphasis is on the science. ence to date is shared in the hope that thegy,ratesofreaction,equilibrium,The student follows the particular devel- information will generate deliberative re-bonding and acids and bases,"wereopment of a text and laboratory guide. In sponses and provide a basis for additionalcommon to both courses although themany cases the student is exposed to an efforts to examine the efficacy of pre-presentation in each case was quite differ-excellent weave of the content andpro- vailing instructional procedures, the ade-ent. The influence of CBA andCHEMScesses of science. What is not clear is how quacy of existing course materials, andon other high school chemistrythe textsstudent shouldhas be changed by the themeritof existingschool organi-been considerable. Summerlin and Craigcourse. The interaction of data and ideas zational structures. (4) found that the amount of descriptivecan only take place in our minds; only material in chemistry texts publishedpeople understand; and understanding isa Goals and Content Today from 1961 through 1965 decreased fromcomplex process which isdifficult to What do the authors of existing60percentto5 percentand wasevaluate in its many facets. Can those course materials in chemistry say that stu-"replaced by modern concepts of atomicstudents who understand chemistry be dents should learn in a chemistry course?structure, energy effects in chemical pro-identified? The behavioralresponses of Since theearly sixties two well-knowncesses,chemicalbonding,andindividuals who understand chemistry NSF-financed curriculum projects, CBAmechanisms by which chemical reactionsshould be different from those who do andCHEMS,have pioneered in reorient-occur." not. It should be possible to determine

11 and agree on observable behaviors whichlearner will be expected to demonstrateWe may decide that in additionor as a are indicative of specific understandingshis competency, and specifia the mini-substitute the student should be able to in chemistry. mum quality of performance that will bedemonstrate his competency withpaper Gagni(5) has said "content needs toacceptable. Our experience indicates thatand pencil. In that event, the following be stated as objectives, and that theseitis necessary to require an additionalobjective would be acceptable. Thestu- objectives mean things that the student ischaracteristic. The nature of the behaviordent should be able to: abletoaccomplish." None of theshould be broadly based so as to permit available chemistry textbooks and coursethe description or invention of a varietyIdentify systems in which a change occurs, descriptions available today provides aof situations in which the student shouldgiven descriptions of the systems in both the initial and fmal states. description of content in terms of whatbe expected to demonstrate that he has the student should be able to do afteracquired the behavior. In other words, completing the course; however, itisthe objective should specify a behavior The two preceding objectives do not possible to analyze a course to determinethat is not limited to a single, specificincludea statement of the minimum the behaviors one might expect a studentevent, time, or place. The imposition ofacceptable standard of performance. For to possess as a consequence of his involve-this fourth characteristic enhances theexample, if the student is given descrip- ment. If such an analysis of a course ispossibility that an objective has overalltions of ten different systems in the initial made, the resulting statements of whateducational significance. Thus, four char-and final states and asked to identify the the student should be able to do onacteristics must be considered in devel-systems in which a change occurs, how completion of the course will represent aoping a behavioral objective. Let us pro-many systems must he correctly identify description of the course content that isceed by thinking through the develop-before his performance is acceptable as not topical but in terms of the expectedment of several behavioral objectives inevidence that he does understand what a and observable changes in the student. Atchemistry. change is? We have found it convenient to least, the specification of such behavioral Changes in matter and chemistry arespecify a 70 percent or higher level or objectives would permit value judgmentsinextricably related. Any course in chem-performance as acceptable for all objec- to be made on the question whether oristrydiscusses changes in matter, andtives rather than include specific accepta- not possession of the desired behaviors isstudents investigate these changes in theble performance levels as part of each acceptable evidence that the person doeslaboratory. The student must understandobjective. Consequently, a student who have an understanding of chemistry. Fur-what changes are if he is to study them.correctly identifies seven or more of the thermore, it would be possible to deter-The student learns that a difference willten systems is said to have achieved the mine whether or not students r,an acquirebe observed in a system in which a changebehavior described in the objective. the behaviors. occurs. How will he know when there is a Is it possible to describe or devise a Behavioral objectives can be used todifference? Observations are made at dif-variety of situations in which the student answer the question: What is today'sferenttimesin the initial and finalisto demonstrate his competency in studentinhighschoolchemistrystates. If the observations are different, aidentifying systems in which a change occurs? supposed to learn? This question can bechange has occurred; if not, a change has Obviously,thenumberof answered by describing the content of anot occurred. Now, let us ask, whatsystems that can be described or given to a student for investigation is almost limit- course in terms of behaviors the studentsshould a person who understands whata should acquire during the course. Oncechange is, be able to do, which cannot beless. The objectives do meet the criterion the behavioral objectives are defmed indone by a person who does not under-of broad application. observable and measurable terms, thestand what a change is. Aperson who Halliwell (9) has said, "If you want attention of the learner can be directed tounderstands what a change is should bepupils to develop judgment, you must not the behavior he is to acquire and asable to say when a change has occurred.only see that they are confronted with Skinner (6) has said "we can then LGginIf a student can identify changes whenthe opportunity and need to makea to teach." they occur, we can infer that he knowsdecision, but you must show them what what changes are. We have madeour firstto do to know whether they have been decision. sound or not in their judgment." What Constructing Behavioral Objectives Under what circumstances will thebetter place is there than the laboratory student be expected to identify changes?to permit students to make decisions and How does one proceed to writeWill he be expected to identify changes into find out for themselves the measure of behavioralobjectives for a course inreal systems in the real world? Ifso, thetheir judgment? Students should askques- chemistry? A simple direct answer to thisfollowing objective would be acceptable.tions, design experiments, collect data, question cannot be given there must beThe student should be able to: and interprettheirfindings. Students many ways to proceed. This report pre- must be faced with situations in which sents our attempt to develop behavioral Identify (8) systems in which a change occurs, they look to themselves for solutions if objectives for our chemistrycourse.given the components of the systems in theirthey are to develop their potentialas Mager (7) suggests that a useful objectiveinitial states and the experimental procedures contributors and creators. How doesone identifies the performance expected, de-to follow. present opportunities for students to use scribes the conditions under which the their minds in an oriyinal manner? Al-

12 though students are encouraged to do so, In summary, our procedure for writ- If the student has acquired the our experience indicates that itis un-ing behavioral objectives begins with anbehavior expressed in the objective, he realistic to expect beginning students as aintensive analysis of the topic of immedi-should be able to answer either of the grouptoposequestionsfor whichate concern to delineate the major ideasfollowing criterion test items. The fiat answers can be found by studying dataand processes essential:oitsunder-critaion test item must be done in the that can be collected in school labora-standing. The analysis is followed bylaboratory; the second is done with paper tories. As an alternative, topics for inves-decisions on what one would expect thatand pencil. tigation are suggested, and the student isonly a person who understands the topic(1) You have been givena bottle which asked to construct appropriate questionsshould be able to do which is observable contains a sample of sodium carbonate, NaCO and to design procedures for their investi-and measurable. Having identified such a 2 3 gation. For example, the student may bebehavior, one needs only to describe the conditions, specify the performance level, (a) What is the mass of 1 mole of asked to: Na 2 CO 3 ? and determine whether the behavior ex- (b) How many moles of Na2 CO3 do pressed in the objective can be assessed in you have in your sample? Constructa Procedure for qualitatively determining which, if any, of two substances in thea variety of situations. With these four initial state of a system is present in the fmalcharacteristics present, the objective is(2) A bottle contains 3.70g of calcium hydrox- ide, Ca(OH)2 . state, given solutions of substances which pro-ready for tryout with students. duce a precipitate when they are mixed. (a) What is the mass of 1 mole of Ca(OH)2 ? The student has to decide what experi-Constructing Criterion Test Items (b) How many moles of Ca(OH)are in the bottle? mental procedure will produce data that The student must make whatever (c) Assume that you had been given a can be used to provide an answer to his bottlecontaining Ca(OH)2. effort is necessary to acquire the behavior Describe original question in terms of the specific what you would do to determine the expressed in the objective. How can the solutions of substances he will be given. number of moles of Ca(OH)2 in the student be sure he possesses the desired He must also explain why the particular bottle. procedure will enable him to obtain thecompetency? He takes a criterion test item The preceding criterion test items designed to evaluate his performance. The data he needs to answer his question. He represent only two of an almost limitless then goes to the laboratory to collectcriterion test item cannot be made diffi-number of items that could be construct- the data. cult or easy; it simply fits the prescriptioned to test whether or not the student The behavior of constructing a pro-in the objective. The student doesn't have possesses the behavior described in the cedure is a creative one of designing anto guess what he will have to learnor objective. experiment. What will you do if a studentwhat he will have to be able to do when The following objective states that asked to demonstrate his achievement; he cannot construct a procedure? You may students should be able to: want the student to run experiments,will know. He has to be able to do collect and interpret his own data particu-whatever is stated in the objective and larly in regard to the establishment ofnothing more. Knowing what he should Construct a hypothesis as to the formula of the fundamental generalizations in chemistrybe able to do, hecan spend his time single product of a synthesis reaction, given the even if he can't in every case constructconcentrating on achieving the desired formulas of the reactants and the experi- behavior. The criterion test item provides mentally determined masses of all components the procedure. To accomplish this pur- in the initial and fmal state of a system. pose an objective related to the precedinga measure of whether or not the student one would state that the student shouldcan do whatever is stated in the objective. be able to: For any objective it should be possible to Many criterion test items can be write a large number of different butwritten to measure the competency ex-. Demonstrateaprocedure for qualitativelyequally appropriate criterion test items. Ifpressed in this behavioral objective. As determining which, if any, of two solutions innot, there is good reason to doubt theone example, if the student can do what the initial state of a system is present in theadequacy and educational significance ofis stated in the objective, he should be final state, given the procedure and two solu- the objective. able to do what is asked in the following tions which produce a precipitate when they Let us assume that we have agreed are mixed. criterion test item. that students should understand and be able to use moles in thinking and working The student would submit a report in chemistry. Students are told that theyIn an investigation of the reaction of lead with of his fmdings and interpretations asshould be able to: sulfur, it was determined that only one product evidence in his competency in the objec- is produced. Several trials were run with differ- tive. The behavior of demonstrating aApply the rulefor determining the number ofent masses of lead and sulfur. Analysis of the procedure is essentially one of doing whatmoles of formula units in a sample of afmal state provided information on (a) the mass is required in the laboratory to collect thesubstance, given the formula and either (1) aof the product produced and (b) the mass of sample of a substance or (2) the mass of athe reactant present, if any. The data collected data and of writing a report which pre-sample of the substance. are summarized in the following table. sents and interprets the data.

13 Initial State( ±0.02g) schools, the set of behavioral objectives iseach student knew exactly what he was Trial Pb also applicable. The assumption was madesupposed to learn to do. All he had to do 1 3.76 1.42 that students should and could achievewas learn to do it. 2 2.51 1.23 these objectives. We are now in a position A record was kept of the number of 3 8.42 0.75 Final State(±0.02g) to find out what our students do learn:Astudents who attempted to demonstrate Pb S Product set of behavioral objectives has beenthe competency and the percentage of 0.844.33 drafted and the corresponding criterionstudents who successfully demonstrated 0.84 2.89 test items have been written for our highthe competency for each objective. Data 5.60 3.56 school chemistry course. The question is:collected in 1967-68 for three representa- (a) What is the combining mass ratio of Pb/S? (b) What is the combining mole ratio of Pb/S? What percentage of our students dotive objectives are presented below. The (c) What is the formula of the product that is acquire the behaviors described in each ofnumber of stLdents tested and the per- supported by the data? the objectives? Such a study was made incentage who scored 70 percent or higher The task of writing criterion test1967-68andisbeingrepeatedinon thecriterion test item iswritten items is easy compared with that of1968-69. following the statement of each objective. constructing behavioral objectives. How- Each of the approximately 300 stu- ever, the possibility of writing a set ofdents in 13 college preparatory chemistry criterion test items for an inadequateclasses at Marple Newtown Senior High1. Identify and describe the system, initial state, and final state, given a report of an objective is practically nil. The criterion School was given copies of the behavioral experiment performed and the observations test item simply describes a situation inobjectives for each chapter of the basic collected. 301-92 percent which the learner can demonstrate thattext. The students were told that the he does or does not possess the behavior.statements described what they should be If a criterion test item is difficult toable to do when they had completed their2. Apply the rule for calculating the combining mass ratio and the combining volume ratioof write, the problem is most likely with astudy of the relevant topics in each two gases, given their densities and either poorly written objective. chapter and the related laboratory work. mass or volume data from an investigation of Theteachers plannedclassactivities their reaction at the existing conditions of which had as their focus the achievement temperature and pressure. 298-53 percent What Do Students Learn? of the behavioral objectives. Students were also told that the examinations3. Construct and demonstrate a procedure for What studentsinchemistryarewould be composed only of criterion test obtaining data to test the hypothesis that a supposed to learn can be described initems having a one-to-one correspondence given aqueous solution is homogeneous with terms of behavioral objectives. A set ofwith the behavioral objectives, and noth- respect to subdivision. 187 92 percent behavioral objectives for our course ining more would be expected of them. chemistry(see appendix)hasbeenStudents who demonstrated a behavior at written (10). To whatever extent oura 70 percent or higher level of achieve- Thefirstobjectiveabovewas chemistrycourseisrepresentative ofment would be credited with havingachieved by 92 percent of our students. chemistry courses taught in other highacquired the objective. Essentially, then,Fifty-threepercentofourstudents

** Studentsmust be facedwith situations in which they look tothemselves for solutions

if they are to develop their potential

ascontributors and creators.**

14 demonstrated that they had acquired theevaluationofachievementisbased,been allowed the time he needs to acquire second objective. One hundred and sixinstead, on the student's performancethe behavior? The possibility exists in our objectives which constitute the contentrelative to the performance of his peers.chemistry courses that many students are of our chemistry course were analyzed inThe student's grade is not interpretable inconfrontedwithtaskstheycannct this manner. The percentage of studentsterms of what he has learned. Such gradesaccomplish, at least, at the time they are who achieved an objective ranged from ado not tell you what students learn. Whatrequired to do so and in the Erne pro- low of 7 percent to a high of 100 percentis needed is an indicator of the relation-vided to do so. with a median achievement of 64 percent;ship between what the student has learn- How do we answer the question of that is, each of 53 objectives was achieveded to do and what he was expected towhether or not the achievement of an by less than 64 percent of the studentslearn to ck objective is a reasonable possibility? Our and each of 53 objectives was achieved by data show that the achievement of objec- more than 64 percent of the students. tives by our students ranged from a low It should be noted that objectiveImplications for Teachers of 7 percent to a high of 100 percent. three of the immediately preceding three These data reflect the performance of objectives is now written as two objec- Students in our classes knew whatstudents in the typical classroom setting tives.Constructingaprocedure andthey should learn to do. If we assumein which the pace is determined by the demonstratingaprocedureconstitutethat the objectives are educationally sig-teacher for the class. One might predict different behaviors and must be evaluatednificant and that students will do what isthat given more time more students separately. The procedure of writing twoexpected of them if they are able, thenwould be able to demonstrate the desired objectives related to an experiment wastwo questions become relevant. First, arecompetencies. On the other hand, some adopted in 1967-68 as soon as we becamethe expectations reasonable; that is, dotasks may be so challenging as to require aware of the need to do so. The datathe objectives represent tasks that thean inordinate amount of time and intel- collected in 1968-69 for this particularstudent is able to achieve? Secondly, if anlectual capacity. Criteria need to be estab- experiment indicate that 25 percent ofexpectation is reasonable, has the studentlished for selecting obje:tives which take 313 students were able to construct the Mean procedure and 91 percent of 313 students Percent wem able to demonstrate theprocedure. The data collected for all of the other experiments follow the same pattern. The 100 percentage of students who are able to constructa procedureis considerably 90 lower than the percentage of students who are able to demonstrate a procedure. 80 The mean percentage of students achieving the objectives for each chapter 70 was alsodetermined toarrive at an estimate of the average achievement of 60 the group as the year progressed. The mean percentages in 1967-68 for each 50 chapter have been plotted in FigureI. The graph indicates that approximately 40 90 percent of the students achieved the objectives of chapter 1, about 70 percent 30 achieved the objectives of chapter 2, and thereafter roughly 50 to 60 percent of 20 the students were achieving the objectives of each of the succeeding chapters. What do students learn? We are 10 faced with the fact that 40 to 50 percent of our students did not meet the minimum standards for achieving the objec- 1 2 3 4 5 7 8 9 10 11 12 14 tives of every chapter except chapters 2 6 13 and 3. Needless to say, we did not fail 40 to 50 percent of our students in the Chapter Objectives course; the grades were based on the standard curve (11). However, this pro-Figure 1. Mean Percentage of 1967-68 Chemistry C.P. Students Achieving Chapter Objectives. Students who scored 70 percent or higher on the criterion measure of the objective were cedure does not provide a valid assess- counted as having achieved the competency expressed in the objective. The per- ment of each student's achievement. The formances of approximately 300 C.P. Chemistry students are included in this analysis. 15 these variables into consideration. A set of dependency relationships. Competency ways andoptionalobjectives. The of minimal objectives which represent in the objectives preceding a specific ob- multiplicity of objectives, pathways, reasonable expectations for all of ourjective in the hierarchy is considered a and options should make it possible for students in a course needs to be develop-necessary prerequisite to its achievement. each student to design his own course. ed.Thiswould permitstudentstoAlternate pathways and optional objec-4. Students should receive credit for a attempt tasks which they can achieve tivesare identified by the dashed-line course when they have achieved the rather than be frustrated by involvementarrow. This segment of our hierarchy is competencies of a specified minimum in activities in which itis unlikely orrepresentative of our beginning attempt set of behavioral objectives rather than impossible for them to succeed. We areto modify our chemistry course so as to when they have spent a specified time now (1968-69) in the process of collect-provide for variation in individual inter- with a course. ing data on the performance of studentsests and capabilities. 5. Students should know when they begin on each of the objectives allowing what- What are the desirable behavioral a course what they will be expected to ever time the student who can achieveobjectives in chemistry for high P.,zhool be able to do when they have com- needs. The data will be used to establish astudents?Thisquestionremainsun- pleted the course. set of minimal objectives for our chemis-answered. Decisions must be made to6. Examinations should be given when try course. select from the large number of behav- the student is ready, and only on the Each of us has his own capacity forioral objectives it is possible to write in objectives for which he is ready to learning and a unique set of interests Wechemistry those which have a high degree demonstrate his competency. ignoretheuniqueness of individuals of educational significance for students.7. Students should be evaluated in terms when we cluster them and treat them This is not a task for one person. A study of their progress in a curriculum rather uniformly. A system of education whichneeds to be made of what in chemistry than in terms of their progress relative one pace one consists of one class students should learn to do. Such a study to that of their classmates. course generates unhappiness and frustra-by competent people in chemistry and Any attempt to implement all of the tion. For many students the pace is too education should result in a clarificationabove recommendations would require a fast and for others too slow. A course of what chemistry students should spendrestructuring of school organizational pat- defined by a singleset of objectivestheir time and energy achieving. The veryterns, teaching strategies, and evaluation makes no allowance for individual moti-act of trying to decide how the study ofprocedures much too much, perhaps, to vationsan uintellectualcapacities.chemistry should change a student andmake a full scale attempt practical initial- Ideally, each student should be able todescribing these expectations in terms ofly. However, it is quite possible to begin, fashion his own scheme for achieving an behavioral objectives wouid be beneficialas we have done, with a small-scale acceptable set of course objectives in thein forcing us to assess what we are nowprogram which has been described else- time he needs to do so. Perhaps this doing. The question of why teach chemis-where (12). degree of individualization is unrealistictry must be answered in terms of the to arrange now for all of our students, APPENDIX specificbehaviorsitisdesirable that but the way is clear to making a start. students achieve. The content of a course should be Behavioral Objectives for College Prepara- described by a set of behavioral objec- tory Chemistry at MarpleNewtown Senior tives. The set should include many behav- High School in 1967-68 ioral objectives with multiple ways of'Recommendations Each of the underlined words in the achieving them, and of such variety that objectives is one of nine action words special interests, tastes, and intellectual Although this study dealt with highused by the AAAS Science - A Process capacities can be satisfied and stimulated.school chemistry, there is no reason toApproach project (8). Each objective is This means that some objectives, at least,believe that the observations and con-identified by the letter C which indicates must be achievable by different routesclusions do not apply equally to any ofthat it is an objective in chemistry. The and that some objectives may be achievedthe sciences. New directions are neededRoman numeral refers to the chapter in only by some students. The guiding struc-for the study of all of the sciences in ourthe basic text used by the student (10). ture must be defined in such a way thatsecondary schools. The Arabic number identifies the objec- the choices the students can and should1. The content of high school sciencetive by number within the chapter. The make are clear. In Figure 2, the first seg- courses should be described in terms ofletter L means thatthe competency ment of a hierarchy chart now being con- behavioral objectives which stw'Ints expressedintheobjectivemust be demonstrated in the laboratory. The ob- structed to guide our students in studying can be reasonably expected to achieve. jectives are addressed to the student for chemistryis shown. The hierarchy in-2. Scientists and educators should iden-his achievement. cludes those objectives which we now tify behavioral objectives in the sci- Most of the objectives in the set believe all students should be expected to ences which are most likely to behave been revised several times as a result achieve as the minimum requirement for educationally significant. of feedback from students and teachers. the course in addition to others which are3. Behavioral objectivesshould be ar-Modifications, deletions, and additions considered desirable but optional. The be- ranged in a hierarchy which permitscontinue to be made as needed (13). At havioral objectives are arranged in terms students the choice of alternate path-the completion of his study of college

16 4-1C 111- It

CHI- 1 7

CHI- 1 5 ulu-Ifk__, --4011-151

Col-n C111- 12

cm- q C11110

C111 4. 111 3

C111 2. C111 5" cm 6

LC11-1 WO S. Mir , i 1

Mb WO WINO IMP LC11-11 CII-12.I r LC11-7 1 I I

1.C11- .1-

_ _ LC112, C it- 3 I i 1-- a I I C II I el- C1-4 I

r----11LCI- I1E----MeasHierarchy 1 1 1.5-.1 ...17

Figure 2. Chemistry CP Behavioral Objectives Hierarchy (Segment 1) Each block represents the designated behavioral objective. The location of each objective in the hierarchy is based on a judgment of the necessary prerequisites. (This hierarchy has not been validated experimentally.) The student proceeds through the hierarchy by following the direction indicated by the arrows attached to the solid lines. Alternate pathways are indicated by the arrows attached to the dashed lines. Alternate pathways provide for flexibility, var:, tion, individualization, and enrichment of the curriculum.

.17 preparatorychemistry,thestudent substanceand asolution used to test the hypothesis should be able to: which is based on at least two that a given aqueous solution kinds of evidence, given the of a solidis homogeneous procedure and a liquid which with respect to subdivision. CI-1 Identifyanddescribethe iseither a substance or a system, initial state and final solution of a solid. CII-8 State and apply the rule for state, given a report of an determining either the mass experimentperformedandCI-10 Construct a line graph, given of solute, volume of solution the observations collected. a set of paired data for two or concentration of a solu- variables. tion,givenvaluesfor the CI-2 State and apply the rule for other two. identifying systems in whichCI-11 Identify the smallest number a change occurs, given the of different substances repre-CII-9 Identify systems in which in- components of the systems in sented in a set of samples, teraction between the initial theirinitialstates and the g iv e n e ithermass-volume components can be assumed experimental procedures to and/or time-temperature data upon mixing, given mass and follow. for each sample in the set. volume data of the systems in their initial and final states CI-12 Distinguish between observa- and systems composed initial- tionsandhypotheses ly of either two solids, a solid LCI-3 Demonstrate the procedure (theories). and a liquid, or two liquids. and apply the rule for identi- fyingsystemsin which a CII-1 Construct a procedure for ob-CII-10 Constructa procedure for change occurs, given the com- taining data to determine the qualitativelydetermining ponents of the systems in solubility of a given solid which, if any, of two sub- theirinitialstates and the substance in water. stances in the initial state of a experimental procedures to system is present in the final follow. LCII-2 Demonstrate a procedure for state, given solutions of sub- obtaining data to determine stances which produce a pre- CI-4 Distinguish between defini- the solubility of a given solid cipitate when they are mixed. tions which are operational or substance in water. conceptual, givena set of LCII-1 1 Demonstrate a procedure for definitions. CII-3 Construct a procedure for ob- qualitativelydetermining taining data to determine the which, if any, of two solu- CI-5 Construct a procedure for ob- effect, if any, of temperature tions in the initial state of a taining the data necessary to on the solubility of a solid system is present in the final calculatethe density of a substance in water. state, given the procedure and substanceinthesolidor two solutions which produce liquid phase. LCII-4 Demonstrateagivenpro- a precipitate when they are cedure for obtaining data to mixed. LCI-6 Demonstrate the procedure determine the effect, if any, and obtain the data necessary of temperature on the solubil-CII-12 Construct a procedure for ob- to calculate the density of a ity of a given solid substance taining data to determine the substance, given a sample in in water. relationship(mass ratio) if the solid or liquid phase. any, between the mass of CII-5 Demonstrate the preparation either of two initial com- C1-7 Identify samples of matter as of an aqueous solution of ponents and the mass of the mixtures,solutions,sub- specified volume and concen- precipitateproducedafter stances, elements and com- tration, givenasolid sub- mixing, given solutions of the pounds, given observations of stance, the volume of the initial components and their the properties of the samples. solution, and the concentra- concentrationingrams of tion in grams of solute per solute perunit volume of CI-8 Construct a procedure for dis- unit of volume of solution. solution. tinguishing between a substance and a solution which is CII-6 Construct a procedure for ob-LCII-1 3 Demonstrate a procedure for based on at least two kinds of tainingdata which can be obtaining data to determine evidence, given a liquid which used to test the hypothesis the relationship (mass ratio) iseither a substance or a that a given aqueous solution if any, between the mass of solution of a solid. of a solidis homogeneous either of two initial com- with respect to subdivision. ponents and the mass of the precipitateproducedafter LCI-9 Demonstrate the procedure LCII-7 Demonstrate a procedure for mixing, given the procedure for distinguishing between a obtaining data which can be and solutions of the initial

18 componeuts and their con- substance, given the formula the mole ratios between the centration in grams of solute and the table of atomic mass reactants and between each per unit volume of solution. units. of the reactants and a product, given (a) the procedure; State and apply the rule forCIII-8 Apply the rule for determin- (b) a system in which mixing calculatingthecombining ing the number of moles of tworeactants,eachhi mass ratio and the combining formula (structural) units in a aqueous solution, produces a volume ratio of two gases, sample of a substance, given precipitate as a product; (c) giventheirdensitiesand the formula and either (1) a the molar concentrations of either mass or volume data sample of a substance or (2) thesolutions; and (d) the from an investigation of their the mass of a sample of the formula of each of the re- reaction at the existing con- substance. actants and the precipitate. ditions of temperature and pressure. CIII-9 Apply the rule for calculating CIII-15 Construct a hypothesis as to themass and/orapparent the formula of the single pro- CIII-2 Apply the rule for calculating volume of the formula unit of duct of a synthesis reaction, the molecular mass ratio of a substance, given its (empiri- given the formulas of the two gases,given the com- cal or molecular) formula, its reactants, the experimentally bining mass ratio and the density, the Avogadro num- determined masses of all com- combining volume ratio of ber, and the table of atomic ponents in theinitial and the gases at standard temper- masses. final state of a system and the ature a n d pressureand table of atomic masses. Avogadro's hypothesis. CIII-10 Apply the rule for determining the number of formula CIII-16 Construct an equation fora CIII-3 Construct a hypothesis con- (structural) units and/or spec- change in a chemical system, cerningthesimplest atom ified atoms in a sample of a given the formulas, the ex- ratio of elements (formula) in substance, given the formula perimentallydetermined molecules of specified gase- and the number of moles of masses of all components in ous components of a chemi- the substance in the sample. the initial and final state, and cal system in the initial or thetableof atomic mass final state, given (a) the ex- CIII-11 Apply the rule for converting units. perimentallyobtainedvol- the concentration of a solu- umes of each of the gaseous tion expressed asmass of CIII-17 State and apply the rules for components, (b) the name of solute/volume of solution to writing equations to represent the elements in each sub- a molar concentration (moles changes in chemical systems, stance and(c) Avogadro's of solute/volume (Y.' solution), given the formula and phase hypothesis. or if expressed as a molar of each of the reactants and concentrationtomassof productsofa chemical CIII-4 Name substances, given for- solute/volume of solution. system. mulas of binary compounds and diatomic elements. CIII-12 Apply the rules for determin- CIII-18 Applythe rule for calculating either the volume of a ing the quantity in moles or CIII-5 Apply the rule for calculating solution, moles of solute, or mass units of a reactant or a the atom mass ratio of two molarconcentrationofa product of a chemical change, gavous elements, given the sp ec if ieds olution,given given the equation for the combining mass ratio and the values for the other two. reaction and the quantity in combining volume ratio of moles or mass units of one of the elements at the same tem- CIII-13 Construct a procedure for ob- the other reactants or pro- perature and pressure, their taining data to determine the ducts. formulas, and the Avogadro's moleratiosbetweenthe hypothesis. reactants and between each CIV-1 Apply the rule for calculating of the reactants and a pro- eitherthethermalenergy CIII-6 Construct a table of atom duct, given a system in which transferred to or from a sub- mass ratios, given the atom mixing two reactants, each in stance, its mass, heat capac- mass ratios of all possible aqueous solution, produces a ity, or temperature change, pairs of elements within a set precipitate as a product; the given valuesfor the other of four elements and a nu- molar concentrations of the three. merical value for an element solutions; and the formula of in the set specified as the each reactant and the precipi- CIV-2 Construct a procedure for ob- standard. tate. tainingdatatodetermine whether or not thereisa CIII-7 Apply the rule fo ... determin- LCIII-14 Demonstrate a procedure for unique thermal energy change ing the formula mass of a obtaining data to determine per mole of reactant, given a

19 finelydividedmetallic ele- equation for the reaction. (b) thermionic and (c) photo- ment, an aqueous solution of electric tubes, given either the a substance of specific molar- CIV-8 Apply the rule for determin- necessaryequipmentora ity with which it reacts and ingeitherthe quantity of description of an experiment the equation for the reaction. charge,themass,orthe and the observations record- charge to mass ratio of an ed. LCIV-3 Demonstrate a procedure for elementproducedduring obtaining data to determine electrolysis, given the values CVI-2 Apply the rules for determin- whether or not there isa for the other two. ing the atomic number and unique thermal energy change mass number of an isotopeof per mole of reactant, given CIV-9 Construct a hypothests as to an element, given the number the procedure, a finely divid- thenumberofelectrons ofelectrons,protons, and ed metallic element, an aque- transferred per atom or ion of neutrons in an atom of the ous solution of a substance either of two elements in a isotope; or given the atomic with which it reacts and the system which has undergone number and mass number, equation for the reaction. electrolysis,given the elec- determinethenumber of trons transferred per atom or electrons,protons,and CIV-4 Identify (a) the polarity of ion of one of the elements, neutrons. the electrodes of an electro- the mass of each element chemical cell, (b) the poten- produced at each of the elec- CVI-3 Identify isotopes of an ele- tialdifference between any trodes, and the hypothesis ment, given a set of elements two points in a circuit, (c) that charge is conserved. describedonlybytheir direction and magnitude of atomic number andmass number. current in a circuit, (d) quan- CV-1 Demonstrate and/or describe tity of charge which passes a proceduresfor determining point in a circuit in a given the type of charge, if any, on CVI-4 Describe the structure and time, and (e) solutions which (a) an object, (b) an electro- composition of atoms of an contain ions, given either the scope, and (c) theterminals isotopeof an element in necessary equipment or a de- of a battery. terms of the hypothesis of scription of a procedure and the atom devised by Ruther- the observations recorded. CV-2 Consbuctordescribea ford, Chadwick and others, hypothesis which explains the given the atomic number and CIV-5 Demonstrateand/or behavior of charged bodies, mass number or the isotope. describe a procedure for ob- given an observation of the taining electricity from chem- interact:.onof two charged CVII-1 Describe or identify a prop- ical systems, given a system bodies. erty of matter which is ex- composed of strips of two plained by or supports a given dissimilarmetallic elements CV-3 State and apply the rule for assumptionofthecharge and an aqueous solution of a determining whether or not cloud hypothesis of the atom; compound of each of the the force between two charg- and/or name an assumption metals. ed bodies is increased or de- of the charge cloud hypothe- creased and by what amount sisof the atom which ex- CIV-6 Construct a procedure for ob- when either the magnitude of plainsa given property of taining data to determine the the charges, distance between matter. relationship, if any, between the charges, or the medium quantity of charge and quan- (given the dielectric constant) CVII-2 Construct charge cloud dia- tity of products produced at between the charges is chang- grams and/or three-dimension the electrodes of an electro- ed. models of atoms of elements lytic cell during electrolysis, withatomicnumbers 1 given the components of a CV-4 State and apply the nile for through 20. system in the initial state and determining whether or not the equation for the reaction. thepotentialenergy of a CVII-3 Construct charge cloud dia- system of two like or unlike gramsand/orthree-dimen- LCIV-7 Demonstrate a procedure for chargesisincreased or de- sional models of substances obtaining data to determine creasedwhenthecharge composed of elements with the relationship, if any, be- separation, magnitude of the atomic numbers 1 through tween quantity of charge and charges, or the medium (given 20, given their formulas. quantity of each product pro- thedielectricconstant)is duced at the electrodes of an changed. CVII4 Identify the type of bonding electrolytic cell during elec- betweendesignatedatoms, trolysis, given the procedure, CVI-1 Identify the type of charge given a charge cloud diagram the components of a system and its direction of flow in and/ortill )e-dimensional in the initial state and the (a)high vacuum discharge, model,of a substance.

20 CVII-5 Describe the geometric shape forobtainingthevolume, CVIII-12 Apply the rule of electrical andbondanglesofthe pressure, and temperature of symmetry to predict and/or arrangement of nuclei and of a gas sample collected in a interpret differences in the electronclouds,givena calibrated container by liquid melting point, boiling point, charge cloud model of a sub- displacement,givenagas or magnetic properties, given stance. supply,, b a rometer,ther- charge cloud diagrams and/or mometer, and data on the three-dimensional models of CVII-6 Consitruct both Lewis and vapor pressure and density of any two substances composed Couper structures of a sub- the displaced liquid at various ofelementswithatomic stance given either the form- temperatures. number 1 through 20. la or the charge cloud model of the substanoe. CVIII-6 Construct a procedure for ob- CVIII-13Identifyanddescribethe taining data to indicate the basis for van der Waals attrac- CVII-7 Construct a procedure for ob- relationshipbetweenthe tion in a given substance com- taining data which can be number of moles of gas pro- posedofeither atoms or used to test the hypothesis duced at standard tempera- molecules. that the reaction of NI-13(aq) ture and pressure and the and HCkaois a proton trans- number of moles of each of CVIII-14 Order a set of gases in terms fer reaction. the reactants, given a system of increasing diffusion rates in the initial state composed given their molecular masses. LCVII-8Demonstrate a procedure for ofeitherNaHr.03(aoand obtaining data which can be HC1(aq) or Mg add Ha( (s) aq) CVIII-15 Describe or identify a proper- used to test the hypothesis ty of matter which is explain- that the reaction of NH 3(aq)LCVIII-7Demonstrate a procedure for ed by or supports a given and HCI(aois a proton trans- obtaining data to indicate the assumption of the kinetic- fer reaction. relationshipbetweenthe molecular theory of matter; number of moles of gas pro- and/or name an assumption CVII-9 Identify equations of proton duced at standard tempera- ofthekinetic-molecular transfer reactions and name ture and pressure and the theory of matter which ex- the acid and the base of each number of moles of each of plainsa given property of system in its initial state. the reactants, given the pro- matter. cedure and a system in the CVIII-1 initialstatecomposedof Apply the rules that relate CIX-1 Apply the rules for calm- either the Kelvin and Celsius tem- NaHCO3 (aq) and lating enthalpies of reaction perature scale units to con- HC1(aq) or Mg and HC1(aq) (s) and writing thermochemical vert a temperature reading on equationsforchemical CVIII-8 Apply the rule for calculating one scale to the correspond- changes, given (a) the formu- ing temperature on the other. the volume of gas in the final las of each component of a state of a system, given the system in its initial and final CVIII-2 Construct the procedure for quantity of one of the other state and (b) the quantity of (Optional)determiningtheconstant components in +he system in heat transferred for a given which relatesthe pressure, the initial c Aal state, the quantity of one of the com- volume,temperatureand equation for the reaction and po...ents. quantity (expressed in moles) the pressure and temperature of any gas sample. of the system in the final CIX-2 Construct a procedure for ob- state. LCVIII-3Demonstrate the procedure taining data and calculating the enthalpy of reaction of a (Optional)for determining the constantCVIII-9 Apply the rule for calculating which relatesthe pressure, either the molecular mass or system composed of an acid volume,temperatureand density of a substance in the and a base in its initial state. quantity (expressed in moles) gas phase, given one of the of any gas sample. values. LCIX-3 Demonstrate a procedure for obtaining data and calculating CVIII-4 Apply the rule for calculatingCVIII-10Describe the relationship be- the enthalpy of reaction of a either the volume, pressure or tween the Kelvin temperature system composed of an acid temperatureofanyfixed and the kinetic and potential and a base in its initial state, mass of gas, given values of energy of the molecules of a given the procedure, an acid each of the properties in the substance in the solid, liquid, and a base. initial state and the values of and gas phases. two of the three properties in CIX-4 Construct a procedure for ob- the final state. CVIII-11Order a set of gases on the taining data and calculating basis of increasing heat capa- the enthalpy of solution of a CVIII-5 Demonstrate the procedure city given the formula. solid substance in water.

21 LCIX-5 Demonstrate a procedure forCIX-12 Identifyanddistinguish ty of matter which is explain- obtaining data and calculating among enthalpies of reaction, ed by or supports a given the enthalpy of solution of a vaporization,fusion,com- assumption of theatomic solidsubstanceinwater, bustion,formation,disso- orbital model; and/or name given the procedure and a ciation, solution, and dilution an assumption of the atomic substance. given thermochemical equa- orbital model which explains tions for the changes. a given property of matter. CIX-6 Apply the rule for calculating the quantity of heat trans- CIX-13 Demonstrate the calculation CX-7 Constructdiagramsand/or ferred for a given qur,ntity of(Optional)of the enthalpy of reaction three-dimensional representa- reactantorproductofa for a change, given the equations of the orbitals in the chemical change, given the tion for the reaction and the outer energy level of atoms thermochemical equation for National Bureau of Standards within a molecule in terms of the reaction. Circular 500-Part I and/or the both the charge cloud and Handbook of Chemistry and atomic orbital model given CI X-7 Applytherule known as Physics. the formula; and identify the Hess's law to write the ther- number of single, double and mochemical equation for a CIX-14 Applythe rule known as triple bonds, bond angles and change,giveneitherthe Hess's law to calculate the the geometric shape of the enthalpy of formation or the apparent change in enthalpy molecule. enthalpy of dissociation for for the change in a system each component in the initial which cannot or has not been CX-8 Identify the s, p, and final state of the system. sp, sp 2 and carried out experimentally or sp 3 atomic orbitals used to for which the change in en- form the bonds of CIX-8 Construct a thermochemical a sub- thalpy is otherwise unavail- stance, given the structural equation for the enthalpy of able, given the equation for formula (Couper structure). formation ofasubstance, the change and tables of ther- given its formula and enthal- mochemical equations from CX-9 Identify py of formation and a list of which to select those required the sigma and pi bonds in a diagram or three- all elements in their standard for the calculation. state (25°C and 1 atm.). dimensional representation of the atomic orbital model of a CX-1 Identifyanddistinguish substance. CIX-9 Applythe rule known as among continuous, line and Hess's law to calculate the absorption spectra. enthalpy of dissociation and CX-10 Construct a procedure for ob- bond energies for specified CX-2 Order photons of light as to taining data to indicate the components in the initial or increasing energy, given either trend, if any, in the enthalpy final state of a system, givep the color or the wavelength changes for reactions of the the thermochemical equation of the photons. Group IIA oxides ofmag- for the change, the National nesium,calcium, strontium Bureau of Standards CircularCX-3 Describe the relationship be- and barium with an acid. 500-Part I, the Handbook of tween the experimentally ob- Chemistry and Physicsor served line spectra and ioniza- CX-11 Demonstrate a procedure for tables of data abstracted from tion data for an element and obtaining data to indicate the them. the inference of either (a) the trend, if any, in the enthalpy orbits of the Bohr model or changes for reactions of the CIX-10 Demonstrate the ability to (b)thestandingelectron Group IIA oxides of mag- obtainheatcapacities and waves of the wave mechanics nesium,calcium, strontium enthalpiesofformation, model of the atom. and barium with an acid, vaporization, and fusion from giventheprocedure,the the National Bureau of Stand-CX-4 Identifyanddistinguish Group IIA oxides and an ards Circular 500-Part I and among s, p, sp, sp 2 and sp 3 acid. the Handbook of Chemistry orbitals as to shape and orien- and Physics or from tables of tation. CXI Identifysamplesofsub- data abstracted from them. &XII-1 stances as metallic, covalent CX-5 Apply the rules for assigning or ionic, given (1 ) a sample of CIX-11 Describe the relationship be- electron waves to orbitals to a substance, (2) a sample of a tween the enthalpy change writetheelectroniccon- substance and one ormore of for a system and the energies figuration of atoms or ions of its properties or (3) observa- associatedwith the bonds an element, given its atomic tions of the properties ofa broken and the bonds form- number. substance;andname the ed, given the thermochemical criteriaused to make the equation for the change. CX-6 Describe or identify a proper- identification. 22 LCXI Identify, name and constructCXI Construct equations for theCXIII-6 Applythe rule known as &XII-2 diagramsand/orthree- &XII-9 reaction of any element in (Optional)Hess's law to calculate the dimensionalrepresentations Groups IA, HA, or IIIA with hydration energy of an ionic of both aggregates and unit any element of Groups VI or substance, given the crystal cellsofhexagonal closest VII of the periodic table. energy and enthalpy of the packed (hcc),face-centered substance. cubic packed (fcc) and body-CXI Apply the rule for classifying centered cubic packed (bcc)&XII-10 bonds as ionic, polar covalentCXIII-7 Apply the rule for calculating metal crystal structures. or nonpolar covalent, given the oxidation number of each the electro-negativity of each constituent element of a sub- OCI Apply the rule for determin- element in the substance and stance given its formula or eoup3 ing the packing efficiency of its formula. name. (Optional)hcc, fcc and bcc metal crystal structures,giventhree- CXIII-8 Nametheformulagiven dimensionalrepresentationsCXIII-1 Construct net ionic equations either the classical or stock or diagrams of the unit cells. for reactions in which pre- name of an inorganic com- cipitatesare formed when pound, and name both the CXI Apply the rule for determin- aqueous solutions are mixed, classical and stock name given &XII4ing the atomic radius of a given systems in the initial the formula of an inorganic metallic element, given the state composed of pairs of compound. unit cell structure and either aqueoussolutionsselected a sample of the metal or its from ammonium,alkali CXIII-9 Identify oxidation-reduction density. metal,nitrate,perchlorate, reactions, given equations for halide,sulfate,sulfide, hy- the reactions. CXI Identify,describeand con- droxide, carbonate or phos- phate compounds. &XII-5 struct d ia gramsand/or CXIII-10Identzfy the oxidizing and re- three-dimensional representa- ducing agents and theele- tions of both aggregates and CXIII-2 Construct a procedure for ob- ments oxidized and reduced, unit cells of sodium chloride taining data to test the gener- if any, in a system in which a lattice and cesium chloride alization that the change in a changeoccurs,giventhe latticeioniccrystalstruc- system resulting from the in- equation for the changes. tures. teraction of ions in solution is independent of the presence CXIII-11 Constructaprocedure for CXI Describe, name and identify of non-interacting ions in the orderingindecreasing &XII-6 pr o per tiesofsubstances solution. strength the reducing agents which are explained by or and the oxidizing agents in a support one or more of the set of eight substances which hypotheses that (a) bonding LCXIII-3 Demonstrate a procedure for contains four elements each zlectrons in metals are delo- obtaining data totestthe in two oxidation states, given calizedamongnuclei,(b) generalization that the change the substances, or solutions bonding electrons in covalent in a system resulting from the of thesubstances, but no substances are localized be- interaction of ions in solution other reagents. tweennuclei,(c)bonding is independent of the pres- electrons in ionic substances ence of non-interacting ionsLOCIII-12 Demonstrate a procedure for arelocalized around indivi- in the solution, given the pro- orderingindecreasing dual nuclei. cedure and three solutions of strength the reducing agents substances, two of which con- and the oxidizing agents in a tain interacting ions. CXI Identify and describe atomic, set of eight substances which &XII-7 covalent, van der Waals and contains four elements each CXIII-4 Construct ionic radii, given diagrams of a procedure for in two oxidation states, given aggregates of the structural identifying each solution in a the procedure and the sub- set of six to ten unlabeled units of substances. stances, or solutions of the aqueous solutions, given the substances, but no other re- names of the solutions in the agents. CXI Apply the rule known as set but no other reagents. &CXII-8Hess's law to calculate the CXIII-13Constructequationsfor (Optional) crystalenergy of an ionic LCXIII-5Demonstrate a procedure for oxidation-reduction reactions crystal, given the formula of identifying each solution in a givenformulas of there- thesubstanceandthe set of six to ten unlabeled actants and products and net National Bureau of Standards aqueous solutions, given a set ionicequationsfor oxida- Circular 500-Part 1 and/or of unlabeled solutions and tion-reductionreactionsin The Handbook of Chemistry the names of the solutions in acidic,basicandneutral and Physics. the set but no other reagents. aqueous solutions given for-

23 mulas and all of the reactants+ tential difference( AV) on chemical system in the equi- and products, except H20, 11 the energy transferred from librium state of (a) increasing and OH an electric circuit as heat. or decreasing the concentration of one or more of the CXIV-1 Construct a procedure for ob-LCXIV-9Demonstrateagivenpro- components, (b) increasing or taining data on the value and(Optional)cedure for obtaining data to decreasing the pressure on sign of the maximum elec- determine the effect of (a) one or more of the gaseous trode potential of each of quantity of charge (I A t) and components, and (c) trans- fourunlabeledmetal-metal (b) the potential difference ferring thermal energy into or ion half cells, one of which is ( AV) on the energy trans- out of the system. designated the standard elec- ferred from an electric circuit trode. as heat. CXV-3 Construct a procedure for obtaining data and calculating LCXIV-2Demonstrateagivenpro-CXIV-10Demonstrate a procedure for theequilibriumconstant, cedure for obtaining data on(Optional)determining the relationship Keg.,for an (a) acid-water the value and sign of the betweentheenergytrans- system or (b) partially soluble maximum electrode potential ferred from an electric circuit solid-water system in equi- of each of four unlabeled as thermal energy and the librium. metal-metal ion half cells, one product of pc tntial differ- of which isdesignated the ence(AV), current (I) and the LCXV-4Demonstrate a p:ocedure for standard electrode. time (t), given a report of an obtaining data and calculating experiment and the data col- thee quilibriumconstant, CXIV-3 Construct a procedure for ob- lected. Keg., fora system in the taining data of the effect, if equilibrium state, given the any, of changing the concen-CXIV-11 Apply the rule for calculating procedure and an (a) acid- tration of the metal ion on the free energy change pro- water system or (b) partially themaximumelectrode duced by an electrochemical soluble solid-water system. potential of a metal-metal ion cell (assuming constant E°), half cell. given a description of the CXV-5 Apply the rule for determin- standard half cells, the poten- ing the equilibrium constant, LCXIV-4Demonstrateagivenpro- tials difference and either (a) given the equation and the cedure for obtaining data of thecurrentandtimeof concentrations of each of the the effect, if any, of changing operation or (b) the change in components of the system at theconcentrationofthe quantity of a component of equilibrium. metal ion on the maximum the system. electrodepotentialofa CXV-6 Apply the rule for determin- metal-metal ion half cell. CXIV-12Apply the rules for calcu- ing the solubility product of a lating either (a) the change in substance, given its solubility. CXIV-5 Order the reducing agents in a 6 quantity of a component or given set of half reactions in (b) the change in free energy, CXV-7 Apply the rule for determin- decreasing Strength, given a AG produced by an electro- ing the concentration of a table of standard electrode chemical cell, given the value component of a system in the potentials E°. of one...)fthechanges, a equilibrium state, given the description of the standard equation, the value of the CXIV-6 Construct net ionic equations halfcellsand a table of equilibrium constant and the for spontaneous reactions, if standard free energies. concentration of all of the any, given pairs of standard othercomponentsofthe half reactions and a table of CXIV-13Construct net ionic equations system. standard electrode potentials for spontaneous reactions, if E°. any, given pairs of standard CXV-8 Demonstrate the validity of half reactions and a table of (Optional) the relationship AH°=AG 0+ CXIV-7 Apply the rule for calculating standard free energy changes TAS for a reaction, given the the maximum potential dif- A G°. equation and either NBS Cir- ference of an electrochemical cular 500 bPart 1 or AH°f, cell, given a description of the CXV-1 Identifycomplete andin- AG °f, and S values for allcom- standard half cells and a table complete changes in aqueous ponents of the system in the of standard electrode poten- chemical systems, given the initial and final state. tials E°. volumes and concentrations of each of the reactants and CXVI-1 Identify substances which are CXIV-8 Construct a procedure for ob- either the solubility or mass acidsorbasesgiven(a) (Optional) taining data to determine the of each of the products. aqueoussolutionsofsub- effectof(a)quantityof stances and/or (b) descrip- charge (I At) and (b) the p0- CXV-2 Describe the effect on a given tions of the properties of

24 their solutions. tion, given the procedure, an REFERENCES AND NOTES acidic solution, a basic solu- CXVI-2 Identify the Lewis, BrOnsted- tion and the concentration of Lowry and Arrhenius acid- one of the solutions. base reactions in a giver,, set 1. CBA Newsletter .Vol. XI, No. 2. April 1963. ofequationswrittenwithCXVI-11 Apply the rule for calculating ' either empirical or structural either the concentration or formulas. the volume of either the acid 2. CHEMS Newsletter. Vol. III, No. 1. or the base, given data obtain- January 1963. CXVI-3 Name the conjugate acid-base ed from the titration of the pairs, given equations repre- acid with the base. senting BrOnsted-Lowry acid- 3. Pode, J.S.F. J. Chem. Education 43: base reactions. CXVI-12 Construct a hypothesis which 98 (1966). explainsdifferencesinthe CXVI4 Constructa procedurefor strengths of a set of acids 4.Summerlin, L.R. and Craig,S.P., ordering acids in decreasing given thc structural formulas, Science Education 50: 223 (1966). strength, given aqueous zolu- ionization constants and the lions of four acids. electro-negativity of each ele- 5. Tyler, R., Gagne', R., and Scriven, M. ment in the acids. Perspectives of Curriculum Evalua- LCXVI-5 Demonstrate a procedure for tion. Rand McNally & Co., Chicago, ordering aciesin decreasingCXVII-1 Describe how the rate of a Illinois. 1967. strength, given the procedure reaction might be changed, and aqueous solutions of four given the equation and the 6. Skinner, B.F. "Teaching Science in acids. enthalpy change. High School What is Wrong." Science 159: 704 (1968). CXVI-6 Order substances which areCXVII-2 Constructa procedure for acids and/or bases in aqueous determiningtheeffectof solutions as to decreasing acid changes in either the tempera- 7. Mager, R.F. Preparing Instructional and/or base strength, given ture and/or concentration of Objectives. Fearon Publishers, San equations for spontaneous re- a reactant on the reaction Francisco, California .1962. actions which occur when rate of a chemical system. each of the substances is mix- 8. In writing behavioral objectives I have ed with each of the otherLCXVII-3 Demonstrate a procedure for usedonlythoseaction wrds substances in the set. determiningtheeffectof (underlined) used by the AAAS - A changes in either the tempera- Process Approcch Project. For addi- CXVI-7 Apply the nde for calculating ture and/or concentration of tional information you are referred either the [H34-]03 orthe a reactant on the reaction to the AAAS Miscellaneous Pub- [0H-1 in an aqueous system, rate of a chemical system, lication 67-9, Science - A Process giventheconcentration of given the prccedure and the Approach - A Guide for Inservice the other. equation for the reaction. Instruction, 1967. CXVI-8 Apply the rule for calculating the[H301and/ortheCXVII-4 Name the variatle and de- 9. American Chemical Society. Inter- scribeits effect on the re- [ 01-1]inanacid-water national Chemical Education: The system at equilibrium, given actionrateofaspecific High SchoolYears.Washington, change, given a description of the concentration of the acid D.C. 1968. in the initialstate and its a rate experiment and the data collected. ionization constant. 10. Each student is provNed with a copy of thetext, Chemical Systems, CXVII-5 Identifytheactivation developed by the Chemical Bond CXVI-9 Construct a procedure for ob- energy, enthalpy change, the taining data to determine the Approach Project and published by reactants and the products of the Webster Division of the McGraw concentrationofacidic a chemical system, given the and/or basic aqueous solu- - Hill Book Company, Manchester, potential energy diagram for Missouri, in 1964. Since students tions, given an acidic solu- the reaction. tion, a basic solution and the are asked to construct their own concentration of one of the questions and rationales for labora- CXVII-6 Construct a potential energy solutions. toryinvestigations,the diagram for the change in a accompanying laboratory guide In- chemical system, given the vestigating Chemical Systems is not LCXVI-10 Demonstrate a procedure for reaction mechanism, the acti- distributed; however, both publi- obtaining data to determine vation energy for each step cations have been used extensively the concentration of either an and the enthalpy change for as resources in writing behavioral acidic or a basic aqueous solu- the net reaction. objectives for the course.

P$ 11. The means obtained from the large- there is a striking correlation be- 13. The author acknowledges withappre- scale national application of stansl- tween these noims and those based ciation the invaluable assistance of ardized tests used to evaluate stu- on our data. Apparently only 50 his students and fello w chemistry dent achievement in the courses of percent of the students in these t ea chersPaulBillett,Stanley the NSF-financed curriculum pro- courses nationwide are achieving Cochran, Tom Fourman,John jects represent successful responses the objectives implicit in the materi- Metka, Eugene Nalence, and Donald to approximately 50 percent of the als. Sloat, who have through critical use items on each of the examinations. of the objectives providedmany Students, on the average, answer 50 suggestions and insights for their percent of the questions correctly. 12.De Rose,J.V."The Independent improvement. If the questions are assumed to be Study Science Program at Marple representative measures of the im- Newtown Senior High School." The pliedobjectivesof thecourses, Science Teacher 35: 48; May 1968.

26 Field Biology Forest, Field, Stream, and Evolution A Modified Individual Study Approach to Field Biology

JOHN A. JAESCHKE

James Madison Memorial Junior High School Madison, W isconsin

The advantage that this approach to fieldused by the students. An instructor can 8 Referencebooks (supplemental) biology has is that a school system with aoffer first or second choices in order to not referred to in the Numbered different biotic community than that of give guidance in studying an area, but the Experiment Sheets.. the Madison area could easily add addi-students must make the final choice tional exercises so that a field biologywherever possible. course suited to a specific locality could 9.Supplemental Book List (Student rapidly evolve.* Originally it was hoped that this approach fill-in sheet) would work in the first year field course, Each student is given a packet of materi-but it appears, after the 1968 Summer 10. Field Biology Planning Sheet (6 als (the text - 'Tie ld Biology"- MadisonSession, that it would be far more useful copies) Public Schools- Forest, Field, Stream ... asasecond year fieldcourse where and Evolution, unbound, unpublishedstudents have two or more years of high 11. Note Paper form), a portion of which includes theschool biology (one yearispresently behavioral objectives, flexible trip sched- required in Madison), one of these an 12. Supplemental Field Exercises (A ule, experiments (potential) that might be inquiry approach (e.g. Biological Science severalthy exercise may be in.. done in each area, bibliography andCurriculum Study or BSCS Green weekly prepared(student)experimentVersion), the other a research approach cluded to eliminate handlingit (them) out in the field.) signup sheets. Each studentcan select(e.g. BSCS Interaction of Experiments from 200+ listed experiments the one(s)and Ideas). they want to use or they are free to add 13. A Classification of Organisms* their own with the instructor's consent. Not all experiments that are listed togeth- 1. Table of contents Note: This booklet cannot be copied er near the end of the text are useful in a withouttheauthor'spermissionin 2. particular study area but, each potential Introduction written form. This is a local curriculum class study area has been listed and lab project. My sincere thanks to Walter H. references have been indicated. Thisap- 3. Behavioral Objectives proach puts a burden on the students to Jaeschke, Professor of Pathology and chairman of the Surgical Pathology De- select their lab exercises but, ifone or 4. Field Biology Field Trip Schedule more have a particular interest, they can partment who proofread the text. Also, pursue this in studying a variety of biotic my thanksto Florence Kreutzmann, 5. communities. Numbered Experiment Sheets

6. Experiment Reference Sheets Finally, the instructor must not only have * Each locality, where this course approach is access to a large library, but must have a used, should develop a modified local classifi- broad overview of the literature being 7. Bibliography cation.

27 Memorial Junior High's secretary, who 5. Conclusion: Thisisa summaryK.Please read the behavioral objectives better under- didthe typing; and to Ann Walden, statement which ties together and on the following page to teacher, and Richard Meister, principal, interprets the data and relates it to stand the goals of this course. for their technical assistance. previous work or relates it to newL.A "classification of organisms" (5 questions which might be posed. pages) can be found preceding the 6. References: This is to be in the Bibliography. Introduction form Author (underlined), TitleM.If you fmd new books you think (in quotes), Publisher, date of pub- would. be worthy additions to the This course, offered this year as partof lication, page reference (if needed). course,listthem on thesupple- the enrichment program, is intended to mentary book list (end of booklet). give you an appreciation of theproblems Your report must be clearly stated so thatbiologistsencounter when they that others can understand what youNo final exam will be given unless I feel attempt to "catagorize" the environment. did and gained from the exercise. one is necessary. Ycu are graded on your Recommended laboratory exercises will AbsencesBoard of Education Policyclass participation (ability to follow in- be given in the context under the head- is followed as pertains to summerstruct ionsorsubmitpractical ings "First Choice" or "Must BeDone". school attendance. However, specialsuggestions), your laboratory notebook However, supplemental exercises that you arrangements for experiments whichand final writeups which you will turn in can do besides the required oneswill also might be done elsewhere (outside ofone day before the end of summer be listed. In some cases where materials the Madison area), by yourself, can beschool. Unless I request the right to retain manuals plus can be obtained you may,after obtaining made. * one or more of them, the your fmal grade will be given to you on my O.K., substitute anIndividual Study Clothing shorts are acceptable and (I.S.) or a supplemental exercise for the swimming suits and tennis shoes willthe last day. required one. * be needed on some outings. Shoes MUST be worn at all times except in aBEHAVIORAL OBJECTIVES Lifeguard-protected swimming area.FOR FIELD BIOLOGY NOTES: Everyone participates (dependent on swimming ability) in all labs. Health A. Some I.S. is listed separately at the The student should be able to problems of a special nature should be end of this course booklet. cleared through the summer school1. observe and sample some of the many B. The ability of a person to communi- ecological habitats that exist in Wis- office. cate with his friends is important. In transition On Friday each team of 4 persons (as consin,includingforest, recording data obtained in the labora- zone, lake and quarry (fossil recordof assigned)shallturnina schedule tory or field, do so immediately with a (schedule sheets stapled on at the end prior habitat). pencilof hardness 3or with an of this booklet) of laboratory exer-2. become acquainted with local plants indelible ink pen. This data may in- cises to be carried out the following and animals of the southern Wisconsin clude numerical measurement, obser- week (note inserted forms for this area, both fossil and present forms. vation, which may be recorded as neat purpose) and these are to coincide3. becomeacquaintedwithpractical line drawings (no shading in), and with the trip schedule which follows. natural history concepts of the flora observation, which is in word (phrase) particularlytheinter- One half credit can be granted for this andfauna, form. Always use a bound data book dependence of the two (e.g. food course at the discretion of the school and certainly never use a loose sheet principal by presenting to him evi- chains). of paper which can be lost. 4. observe, demonstrate and appreciate dence of satisfactory completion of C. The fmal reports are to be in the sound conservation practices in the the course. following form: field. The various publications mentioned in 5. be a better informed citizen when it this guide are either in the Science- 1. Title comestounderstandingand/or Math Reading Materials Center (RMC) 2. Purpose of the exercise: the hy- supporting pending legislation which or in my own collectionduring the pothesis. may allow man to live on earth a few year, and are available inthe field 3. Materials and equipment. more years. biology room. 4. Data: this includes graphs, charts, 6. Develop an understanding of the tech- This course is 6 weeks long, 5 days a and answers to any questions you, niques useful infieldbiology for week and a minimum of 4 hours a day. your instructor or the authorof a mounting, Most fmal writeups will have to be preserving,collecting, particular laboratory raised. identifying and classifying zoological done at home. and botanical specimens. 7. become familiar with the geography of * Enough "First Choice 'Items exist to consti- southern Wisconsin, its wildlife re- tute one summer school course. A second fuges, arboretums, parks and institu- summer's work, based on an I.S. approach, is tions of higher learning. possible. * At a cottage or trip site.

28 FIELD BIOLOGYFIELD TRIPS

Tentative Schedule Minimum Number of Trips- 17 Dates to be decided upon Maximum Number of Trips - 22 each week for the next Total Class Days - 29 week firm commitments

Squaw Bay First Day University Arboretum Picnic Point Picnic Point U of Wis. 11111101 Lake Mendota Botany Greenhouse 1 trip 1 trip School Grounds Birge Hall - / trip 3 trips 1 trip

Goose Pond Arlington-1 trip Farmland Summarton Bog School Forest, Verona (school forest or Mound View Rd.) Student paid, if goingL. (Poynette Fur Farm) 2 trips (Crows Roost 1 trip 1 trip if time

Milwaukee Lake Mendota Yahara River Horicon March 1'40 - 1 trip Wingra Stone Quarry (6 mile creek) Mitchell Park Verona Rd. --0 Sugar River (if students pay) (Dane County Park) Belleville - 1 trip 1 trip Whitnall Palk 1 trip 2 trips if time permits

Devil's Lake Honey Creek Two Creeks, Wis. Lab reports Planetarium Trip if student paid Sauk Prairie, Wis. if student paid Due July 25 Extraterrestrial life report cards 4-- if student paid 1 trip the last Thursday 1 trip tour - 1 trip 1 trip

Introduction 169 151 Note: The numbers correspond to num-170 152 bered references at the end of the book-165 let. Please fill in after each number the191 Picnic Point material from the reference section. If193 1 you do this, do so neatly andplease print.202 3 This will sem as an outline of labs, so 6 - Page 38 that you won't have to refer, continu- 6 - 3 Faces ously,totheexperimental referenceFirst DaySuggestedreference if speci-6 - Why Woods sheets. mens broughtback to lab"How6 - Page 42 to know livingthings" by Jacques6 - Page 40 13 Use atPicnic Pointor anywhere-1 st8 196 choice 6 - Page 45 186 6 - Page 47 6 - Guess Wood Uses 179 50 204 54 17 197 61 30 45 176 62 49 175 92 50 174 149 51 178 duVair-1 (150)-1st 54 184 duVair-2 (150)-1st 56 191 duVair-3 (150)-1st 29 67 60 Ornitholor (Bird Study) 68 64 Quik-Key to Birds by Emlen - 1st 69 67 104 72 72 Quik-Key to Wild Flowers by Archbald - 80 79 1st choice in references. 81 80 198 82 81 203 91 82 107 94 3 - 1st choice 159 98 91 189 114 94 Other Labs 116 95 8 95 96 17 97 97 22 100 98 27 120 100 28 123 114 30 126 117 36 129 116 39 132 120 40 155 123 41 163 126 43 200 129 45 205 132 49 232 duVair 4 (150) - 2nd choice 50 ).38 duVair 26 (150) - 2nd choice 51 251 155 2nd 53 173 54 University of Wisconsin Botany Green- 179 56 57 house - Birge Hall 201 204 3 - 1st 65 (collect) 209 - 1st choice 205 66 217 206 207 67 72 Arboretum, University of Wisconsin - 208 94 Quik-key to Wildflowers by 221 95 Archbald - 1st choice in references. 227 97 2 - 1st choice 230 98 Wildflowers of the Arboretum by 232 Zimmerman - 1st choice in references. 234 99 112 8 235 117 6 - Page 38 238 Quik-Key to Birdsby Emlen - 1st 240 120 125 choice in references. 251 126 6 - 3 Faces Farm Field 129 6 - Why Woods 132 6 - Pag.; 42 94 135 6 - Page 40 95 148 6 - Page 45 100 - 1st choice 141 6 - Page 47 70 duVair 5 (150) - 2nd 6 - Relative 76 151 24 79 1551st 27 88 154 28 91 185 42 121 200 45 123 205 46 139 207 49 234 208 51 221 56 School Forest 225 57 226 59 238

30 246 60 53 248 61 (could be a first day lab) 54 251 62 78 73 94 Summarton Bog 77 97 83 126 142 94 duVair 27 (150) - 1st 19 97 169 84 99 219 87 109 220 93 112 244 183 115 233 126 River Analysis - Sugar River - Pollution 238 133 148 7 Transition Zones (Goose Pond, Squaw160 9 Bay, Horicon March) 7 10 Some of these labs (36-94) may9 11 also be used with a study of a10 18 farmer's field 11 20 18 50 104 20 78 107 22 94 45 34 97 50 48 126 55 - 1st 54 27 91 -2nd duVair 6 (150) - 2nd 12 94 duVair 7 (150) - 2nd duVair 27 (150) 36 duVair 8 (150) - 2nd 244 97 duVair 9a (150) - 2nd 100 - 1st duVair 11 (150) - 2nd Street Lab Exercise (Community Exer- 115 duVair 14 (150) - 2nd cises) duVair 24 (150) - 2nd duVair 16 (150) - 2nd duVair 7 (150)- 1st duVair 17 (150) - 2nd 162 - 1st du:Vair 8 (150)- 1st duVair 22 (stream) (150) - 1st 187 - 1st 7 duVair 23 (lake) (150)- 1st 208 21 195 243 17 160 251 26 169 30 180 Evolution and Paleontology- Wingra 54 181 Stone Quarry duVair 9a (150) - 1st 182 161 2181st 45 169 219 duVair 30 (150) - 1st choice 180 220 166 - 2nd 181 - 1st 223 216 - 2nd 195 224 199 - 2nd 241 Honey Creek, Sauk Prairie, Wis. 223 244 224 185 240 River Analysis - Yahara River Pollution 251 251 252 7 Lake Mendota and Feeder Stream Anal-9 Evolution (Recent)Milwaukee Zoo ysis plus Effluent Openings 10 11 50 17 53 lj 18 duVair 29 (150) - 1st Choice 27 20 duVair 28 (150) - 1st 30 30 166 47 34 90 - 1st (Bus Route) 50 45 56 50 Mitchell Park (a tour)

31 Whitnall Park (take a nature trail trip ifduVair (150) 2. Arboretum Tour Guide by Dr. time permits) 10 JamesZimmerman andJohn 15. Jaeschke Devil's Lake (Report cards given out, a 19 3. School Forest Ecology Laboratory tour, picnic) 20 byJohn L a e schke andKen 21 Schroeder duVair 11 (150) 25 4. Devil's Lake Tour by John Jaeschke 31 - 2nd 28 and Dr. James Zimmerman 86 160 5. Territorial behavior of birds (work 90 - 1st 165 done by Dr. and Mrs. Hammer- 167 strom, Plainfield, Wisconsin, on the Devil's Lake Tour - 4 (East Bluff) - 1st 171 Prairie Chicken.) 172 6. Forest Products Laboratory, Class- 219 173 room Demonstrations of Wood 226 174 Properties by A. N. Foulger. 227 186 A. "Not All Oaks Are Alike" - p 238 188 38 239 190 B. "How Water Moves in Plants" 248 191 - p 18 193 You might use plastic contain- Individual Study (I.S.) 210 ers to store water and field 213 test the samples right away. 14 214 (Laboratory Work - pages37,39) C. "The Three Faces of Wood" - 23 215 p 25 25 222 D. "Why Woods Have Different 29 229 Properties" - p 27 32 231 E. "What is Specific Gravity" - p 33 233 42 35 236 F. "What Happens When Wood 37 237 Gets Wet" - p 40 52 241 Dry blocks of wood from 63 243 swamp treesversus upland 74 244 foresttypesandcompare 75 245 (twigs "might" be substitut- 71 247 ed). 85 (Could do on the Wisconsin River) 250 G. "How SpecificGravity 87 (Could be done at Door County with a Affects Expansion" - p 45 Rainy Day Ideas in addition to regular lab stopoff at the Ridges Wildflower Sanc- H."How StrongisaSingle tuary and Upper Peninsula State ?ark)writeups Fiber?"- p 47 . 101 I. "Relative Strength of Woods" 194 102 - Field Test - You need a set 152 103 of weights and must select 105 156 106 157 young, new growth of equal 108 159 circumference from a number 110 161 of different trees of different 112 228 habitats.Then, attempt to 113 242 guess or discover what uses 118 253 the woods might be put to. 119 254 255 7. Water Analysis (refer to the testing 122 kit directions and determine what 124 256 127 basic tests you are going to repeat- 128 edly conduct in various areas) 130 8. Soil Analysis (refer to the booklet in 131 EXPERIMENT REFERENCE SHEET the kits and the publication How 134 Good is Your Land by I. Hembre, 137 Note: Refer to the bibliography following University of Wisconsin the kit is 140 this section for complete data. the Soil Test Kit) 143 1. Seed germination experiment (refer 9. "Fish Stomach Analysis" (Refer to 145 to the Green Version Laboratory Field Biology by Paul duVair) 146 Manual - any type of seeds may be 10. Bottom seine-pressure studies (Refer 147 used) to above reference)

32 11. Plankton Net (Refer to above refer- tive light absorption studies might 46.Plant Lab Use Dr. Zimmerman's ence) also be run on various plants using Arboretum Guide to plants and the 12. Mendota stream analysis (Refer to colored filters. "Understanding of Evolution" part in above reference) 31. The Study of a Microclimate - p 50, Pamphlet No. 45 13. Introduction, p 388, The American Science Projects Handbook. Devil's 47.Test for contamination of water near Biology Teacher, "Summation of a Lake, the East Bluff, might be used, major outlets of city and industry Field Biology Course" by Richard asmightthe Arboretum'spine using the water test kit and coliform C. Powell, May 1966 stand. bacteriatest.Use as a reference, 14. Naturephotography (seeMr. 32.Plasticembedding of biological "Lets Look at Our Water Resources" Jaeschke) material using plastic materials from 48.Fish ammonia release as part of the 15. Twin Creeks Forest Trip (Glacially- the Hanover House Gift catalog or excretorysystem(experimentin crushed trees), Nature Conservancy, Faust Scientific Co., Madison, Wis- which a piece of rubber is put around Lake Michigan consin. the middle of thefish) - check 1 6. HoriconMarshTrip, Roland 3 3.Taxidermyusingpolyethylene Chapter14, BSCS Green Version Zielsdorf, Guide, Horicon, Wiscon- glycol from the Crane Creek Gun- text. sin stock Company, Waseka, Minne- 49."Conifer Forest Questions", Ecologi- 17. Radioactivity in grass, water, etc., sota. (see Mr. Jaeschke's folder on cal Organization of Forest Type, Dr. using specimens placed in planchets Taxidermys) JamesZimmerman's Readingthe following the determination of the 34. Rice Water Paper Prints (refer to Landscape course. Soil test conifer, countingchambersbackground above) deciduousandprairievegetation count. 35. "Plant Grafting" in Propagation, areas. 18. DDT uptake in aquarium - held lake Brooklyn Botanic Garden Hand- 50.The Breeding Birds of the Madison fish noting any unusual behavior of book, Brooklyn Botanic Garden, Area - Habitat Study, Reading the the fish such as in respiration, feed- 1000 Washington Ave., Brooklyn, Landscape course, publication 3 ing,reactiontovariousstimuli New York 11225, $1.00 - may also 51.Projects on the Deciduous Forest, followed by dissection of the fish be available at Mitchell Park Conser- Reading the Landscape course noting any microscopic changes in vatory in Milwaukee.) 52.Backyard Biota, Reading the Land- the stomach contents as well as in 36.Effectsofmineraldeficiencies scape course otherstructure.Lineaquariums ( Handbook of the Biological 53.Eneru Flow Chart, Reading the Land- with plastic. Sciences or laboratory notes of the scape course 19. A Trip to a Bog - p 367 (refer to Plant Physiology Course of the Uni- 54.Adaptive Radiation of Birds (possible number 13) (see also number 183) versity of Wisconsin) research project) 20. Aquatic Ecology - p 364 (as above) 37. Skeleton Preparation (see the notes 55.Flying - an indirect movement - (see also number 182) of the Beloit College Embryology BSCS Laboratory Block on The Com- 21. Biology of a Pond - p 351 (as above) Department) plementarily of Structure and Func- (see also number 180) 38. Study of young, nonphotosynthetic don, pp 41-47 22. "Chromatography" - p 51, Science growth of green plants versus photo-56."The Soil", Life in the Soil BSCS Projects Handbook of Experimental syntheticgrowthusingchrom- Laboratory Block, pp 1-6 Biology atography and/or colorimeter analy-57.School Forest Guided Tour Booklet, 23.Herbariumcollection(referto sisof pigment concentrations and 8 pp mounting techniques suggested by various wave lengths of light. 58."Soil Organisms", refer to above No. the University of Wisconsin Her-39. Tracing of water conduction path- 56, pp 18-22 barium) ways in Jewelweed or Solomon's Seal59."Protozoa", as above, pp 23-26 24. Ant Nest Observation - suggested usingeosinor some other water60."Buried Slide Soil Technique" - pp area-Universityof Wisconsin soluble dye. 46-48 (set up 6 days prior to readout Arboretum with permission of the40. Finding the Root of the Problem - p of slides) Arboretum Staff. 50, Experimental Biology 61.Test of City Water vs. Well Water vs. 25. Embryology - Frog Egg Develop-41. "Measurement of Root Pressure" - see Lake Water vs. Pond Water using the ment (refer to the BSCS Green above water testkitplus doing a slide Version Study Manual) 42. "Transpiration - Respiration Cham- analysis using "Algae in Water Sup- 26. Science Experiments - "Does the ber" - see above pp 87-97 plies" by the United States Dept. of Community of a Pond Change?" - p43."Detecting Transpiration by Man- Health, Education and Welfare (use 3 ometry" - see above the 6 pages of color algae representa- 27. "Analyzing Soil for Biological and 4 4. "StethmanometerinMeasuring tions as reference while at the same Chemical Activity" - Science Ex- Breathing Rate and Heart Rate" - see time keeping an accurate result of periments above your observation) 28. "What Organisms Live m the Soil?" -45. Thistle Collecting and the difference62."Building a Microprojector", page 35, p 18, Science Experiments in species distribution depending on refer to above No. 60 29. "Studying Live Parasites" - p 30, the area. Refer to Dr. James Zimmer-63.Supplemental I.S. v.sing tlie Animal Science Experiments man's notes for theReading the Pehavior ESCS Lab Block for 30. Lightmeter studies in various en- LandscapeCourse, Diversity of our A. Stickleback, pp 29-30 vironments relating this to a specific Environment B. Bees, pp 30-31 plant and its growth pattern. Selec- *Referred to in number key. C. Your Habits, pp 33-34 33 D. Daphnia, pp 40-50 98-100 (as above) ontheSeasonal E. Planaria, pp 11-20 83. Distributionof "Primary Successions", Ex. 7.1 Hydro- Microflora", (as above) F. Human, pp 20-24, 28-29 seres (as above) 111."Variation in the Size of Pollen Cells" G. Frog, pp 27-28 84. "Bog Succession", Ex. 7.1pp 106 - p 21 (as above) 64. "Seed Germination",evergreens ver- 108 (as above) 112."The Time of Most Active Cell sus deciduous trees, pp 1-4, 7-14 (seed 85."Primary Successions"- Flood Plain. structure, p 5), Plant Growth and Division in Root Tips of Plants"p 29 Ex. 7.3 (as above) (as in number 109) Development BSCS Lab Block 86. "Xerosere- On Rock", Ex. 7.4 (as113."The Influence of Temperature 65. A Study of Responses ofIsopods (eq. above) on theBehavior andPhysiologyof sowbugs are easy to get) toHumidi-87."Xerosere- On Sand", Ex. 7.6. Field ty,LightandCombinationsof Amphibians and Reptiles" (as above) and Laboratory Guide forEcology114."Antagonistic Effects of 2-4-Dinitro- Humidity and Light, BSCSLabora- by Paul G. Lemon phenol on Growth Abnormalities toryBlock Physiological Adapta-88. In- "Secondary Succession-Agricul- duced by 2-4-D" (as above) tions, Investigation 3. tural", Ex. 8.1 (as above) 115."The Rate of Heartbeat in Nymphs 66. Other exercises fromthe Lab Block89."Secondary Succession of - Logging or Dragonflies", p 47 (as lbove) book above Fire", Ex. 8.2 (as above) 116."Insect Reaction to Light, Color and A. "Extended Inquiry- Statistical90."Dunes and Glacial Land Forms", Ex. Intensity", p 67 (as above) Results", pp 85-87 9.1 (as above) 117."Secondary Succession", B. "IsopodIdentification",pp 91."Soil Conditions Affecting p 113 (as Communi- above) 95-97 ties", Ex. 9.2 (as above) C. 118."Factors Influencing Plant "Isopod Trap", p 98 92."Dendrochronology- Tree Growth Tumor D. Growth", p 135 (as above) "Kymograph smoking Analysis", Ex. 9.4 (as above) 119."The Modification of Juvenile techniques", p 99 33."Polynology- Peat Pollen Studies", and AdultLeaf 67. "Some Properties ofSoil - Density, Ex. 9.3 (as above) FormswithPlant Porosity, Soil Texture, SoilWater, 94. GrowthRegulators",p155(as "Community Investigations",Ex. above) Absorption", Plant Physiologyby 10.1 (as above) Kurtz and Miller (Library 120."Spider's Web Buildingas an Exam- Number95."Point and Line InterceptTech- 581, K 96p) ple of Innate Behavior Response",p niques", Ex. 10.2 (as above) 209 (as above) 68. "Radioactivity- Pesticide, Herbicide",96."Ecological Use of Aerial Photo-121."Breaking Dormancy in Seeds", p 32, pp 37-40 (refer to number 76) graphs" (use the Arboretum p 1, 69. "Translocation", photo- BSCS Research Problems. pp 31- 35 (as graphs), Ex. 10.2 (as above) above) 122."The Influence of Lighton Sporula- 97."Animal and Plant Indicators"- Bio- 70."AshingandMineralNutrition tion of Fungi", p 11 (as above) assay, Ex. 11.2 (as above) 123."A Study of the Fauna in FollowingGeneralFieldMineral98. the Soil", "Life Forms of Plants andAnimals", p 23 (as above) SymptomsDeterminations",pp Ex. 4.3 (as above) 124. 23-25 (as above) 99. "Variation in Mouthparts of Tad- "Ecological Uses of Radioisotopes", poles", p 40 (as above) 71. "Culture of Mineral DeficientPlants", Ex. 11.3 (a fine exercise) (as above)125."The Influence of Humidityon the pp 10-11 (as above) 100.Wildlife Habitat Score Cards, 72. "Visible Radiation How Behavior of Peristome Teethin - Light", Exercise Good is Your Land, byI. Hembre, 2.2, Field and Laboratory Guide Some Species of Mosses",p 88 (as for Wis. State Soil ConservationCom- Ecology by Paul C.Lemon (Library above) mittee 126. Number 574.4, 154f,Memorial High "The Role of Competition inDeter- 101."Frog Flukes", The LivingLabora- mining the RMC) tory, pp 41-44 Intensity of Natural Selection", p 108 (as above) 73. "Heat and Light inAquatic Environ-102."Social Life in an Ant Colony", pp127."The Effect of Chemicals ments", Ex. 2.3 (as above) 56-61 (as above) on the 74. "Patterns of Rainfall andWater Ecol-103. Rate of Regeneration in Hydras",p "Terraria for Amphibians andRep- 116 (as above) ogy", Ex. 3.1 (as above), LS. tiles", pp 76-81 (as above) 128."A Study of Some Changes 75. "Adaptations Relatedto Radiation104."Identifying Birds",pp 82-87 (as in and Water Ecology" (as above),I.S. above) Crustacea During Intermolt Cycle", p 120 (as above) 76. "Range or Pasture Grazing",pp 4649105."Effect of Flooding on Seedlings",129."Spread of an Insect Population", (as above) BSCS Research Problems, p Booklet 1, 131 (as above) 77. "Aquatic Ecosystems- Freshwater p 67 130."The Studyof (Ponds and Lakes)", Ex.5.1, pp106."Can Aphids Find Their HostPlants", Biological Clocks 59-64 (as above) p 155 (as above) in Plants", p 145 (as above) 131."Measurement of Radioactivity in 78. "Streams and Rivers",pp 65-76 (as107."Analysis of Bird Territory",p 161 above) (as above) Plant Leaf Ash" (as above) 132. 79. "Grassland Biome",pp 80-82 (as108."The Effect of Light and "The Influence of Orientationon Other the Growth Rate of Tree Stems" (as above) Factorson theGerminationof above) 80. "Coniferous Forest Biome",pp 87-91 Seeds", p 165 (as above) 133."VariationsintheRespiratory (as above) 109."The Influence of Light and Tempera- Organs of Aquatic Insects"p 71 (as 81. "Conifer-Hardwood ForestBiome", ture on Fish",p 1, BSCS Research Ex. 6.5, pp 95-97 (as above) in number 121) Problems, Booklet 2. 134."Relative 82."DeciduousForestBiome, pp110. Sensitivity of Fungus "The Role of Light andTemperature Spores and Mycelium to Toxic 34

- [ Agents" p 31, BSCS Research Prob- questions, (as above) 184. Field biology data sheets, p 389 (as lems, Booklet 4 156.Rainy Day Activity - Bird I.D. cards above), by Powell 135."ThePhysiologicalEcologyof or slides or call records 185. "Some Areas for Botanical Investiga- Mosses" p 49 (as above) 157.Twig-leaf matching game - rainy day tion" by Wagner, p 397 (as above) - 136. "Effects of Cigarette Smoke on activity References made to clones, liver- MolluscanGillCilia"p 57(as158.Tree silhouettes - rainy day activity wort, equisetum and fern spores. above) 159.Bird nest dissecting with a chart to186. Film - 16mm color - Ektachrome 137."Antimicrobial Substances From prepare on types of building materi- type B ASA 125 (indoor) availabln Seeds", p 63 (as above) als depending on the type of bird for use - needs to be mounted in plus a sketch or photograph of the 138 "Water Relations of Tree Seedlings", 100 foot lots and processing (retail) nest. is about $2.05/50 feet. p 81 (as above ) 160.Owl Pelletdissecting Individual 139. "Local Floras" p 89 (as above) 187. Write your own laboratory exercises Study 140. "Maturation and Death of Plants" p and turn in for Individual Study. 161.Identification of Animal Tracks 115 (as above) 188."Dissectionof Ayes" - Internal 162."City Nature Study" pp 180-188, Anatomy - Ayes 11, Zoology 138, 141. "The Occurrence, Structure and (as in number 153) Frequency of Root Hairs on Forest lab notes (bird dissection) 163."JudgingHeightsand Approxi-189. Ayes 1, "Skeleton and Body Form" Trees" (as above) mating Measures" p 171-172 (as 142. "The Role of Nitrogen in the Nutri- (as above) above) tion of Insectivorous Plants", p 144 190. "Taxonomy of North American 164."Instructions for the Exercise in Amphibia" (refer to 188) (as above) Trapping and Collecting of Small 143. "Studies on Foraging and Learning 191. Laboratory Manual of Biology, De- Ma m m al Specimens",Zoology partment of Biology, College of in Ants", p 152 (as above) 525-2 pp 144. "The Use of Hard Parts of Fishes for Liberal Arts, Boston University. To 165."How to Build Cages", pp 226-229 be used for additional zoological Growth Determination", p 160 (as (as in number 153) above) and botanical phylum dissections. 166.Turtox Leaflet Number 46 - Fossil193. Reading the Landscape by May 145. "MovementHoming and Home Specimens Ranges in Frogs and Toads", p 192 Theilgaard Watts. This is a good, 167.Turtox Leaflet Number 9 - How to easy reading approach to ecology. (as above) 146. "Structural Effects of Low Temper- Make Skeletons 194. "How Much Dust is in the Air", p ature on a Ciliate Protozoan", p 168.Turtox Leaflet Number 18 - Insecti- 15, Nature and Science April1, vorous Plants 196 (as above) 1968. 169.Freshwater Biology by Needham 147. "Experiments in Mammalian Hiberna- 195. "A Week of Fresh-water Biology for tion", p 200 (as above) and Needham Teenagers"byGaryF.Kelly, 148. DDT Analysis(Student Report,170.Taxonomic Keys(spiralbound American Biology Teacher, March 1968, Madison Memorial High) book) 1968, pp 181-185. A data form and 171.Turtox Leaflet Number 51 - Hydro- survey of animal life"chart"is 149. "PollinationLaboratory",Mr. Jaeschke, 1966, University of Wis- ponics included. consin Zoology - Botany Depart-172.Turtox Leaflet Number 48 - Aquar- 196. They Called the Land "Ouisconsin", ment Greenhouse, Birge Hall ium Troubles by Fenton Kelsey, 1957, Americana 150.Field Biology by Paul duVair, 173.Turtox Leaflet Number 35 - Ant Press (available at the State Histori- Exercises (as recommended under Observation cal Society) individual project areas) 174.Turtox Leaflet Number 24 -Herbar-197. Pauls Alphabetical Check List of ium Collection "Loon" State Birds, Pauls Hearing 1,2,3,4,5,6,7,8,9,9a,11,12,13,14,16, 175.Turtox Leaflet Number 22 - Labora- Center, Anoka, Minnesota (Fine for 17,18,22,23,24,26,27, 29,30. tory Drawings Wisconsin birds and can be obtained 151."BirdNestIdentificationList" 176.Turtox Leaflet Number 14 - Select- free upon request) (Found originally in the Girl Scout ed Book List 198. Solving Your Bird Problems by Paul Manual). Reading the Landscape177.Turtox Leaflet Number 3 - Preserv- H. Fluck (Pamphlet) course by Dr. Jim Zimmerman. Key ing Botanical Specimens 199. "The Amazing Summer Pond" by to Bird Nests by Dr. Arthur A. 178.Turtox Leaflet Number 2 - Preserv- Catherine M. Pessino, Nature and Allen. ing Zoological Specimens Science, p 4, July 1964 152. Snake Identification (Rainy Day179.Turtox Leaflet Number 1- How to200. "Life in a Rotting Log" by Rod Project) using the jar of reptiles Make an Insect Collection Cochran, Nature and Science, p 12, donated by Nasco to Memorial180."Biology of a Pond" by Nutting, p Oct. 5, 1964 High. 351, American BiologyTeacher,201. "How Pollen Gets Around", Nature 153. Test on the Zoo, "How Good is May 1966 and Science, p 8, May 17, 1965 Your Eyesight" pp 232-233, Nature181."Biology Students Map aLake", p202. "How Ice Changed the Land", Recreation by Vinol. 361 (as above), by Stopp Nature and Science, p 8, Dec. 19, 154. "Fifty Questions on the Maple-Sugar182."Aquatic Ecology Studies in High 1966 Industry" (as above) School Biology" by Dindal, p364203. "On the Wing",Nature and Science, 155. "Stump Scouting" (tree stump anal- (as above) p 8, February 13, 1967 ysis - cutting methods and animal183."A Trip to a Bog" by Ramond204. "Ways to Catch an Insect", Nature andplantidentification)- 33 Evans, p 367 (as above) and Science, October 3, 1966

35 205. "Webs Spun to Order", Natureand223. Ibid., 20-1, "The Algae" (familiari-256. Marine Biomes by Lou Woughter (as Science, p 7, Teachers Copy, Octo- zation lab) above) ber 3, 1968 . 224. Ibid., 20-2, "Diversity of Algae" 257. 206. "A Gallery of Galls", Natureand225 ibid., 20-3, "Lichens as Examples of258. Science February 5, 1968 the Symbiotic Relationship" 259. 207. "The SecretLife of Wasps and 226. Ibid., 21-1, "The Mosses" 260. Bees", Nature and Science, p 13,227. Ibid., 21-2, "The Ferns" 261. April 24, 1967 228. Ibid., 25-1, "Absorption of Water by 262. 208. "Specialized Stems", Workbook in a Root" 263. Fundamentals of Plant Science by229. Ibid., 25-2, "Mineral Requirements George B. Cummins, et al. p 80 of Plants" Bibliography 209. Insectivorous Plants and How They 230. Ibid., 25-3, "Conduction in Stems" Field Biology Books Work. Take a trip to the University231. Ibid., 26-2, "Phototropism and Geo- of Wisconsin Greenhouse (may be tropism in Plants" A Field Guide to the Birds. Roger done in conjunction with the Polli-232. Ibid., 27-1, "The Flower-Specialized Tory Peterson. Houghton Mifflin Compa- nation Laboratory Exercise describ- Reproductive Structure" ny, Boston, Massachusetts. 1947. GuidetotheFerns. ed earlier) 233. Ibid., 27-2, "Structure and Germina- A Field 210. Bird skin and small mammal skin tion of Pollen Grains" Boughton Cobb. Houghton Mifflin Com- preparation (see Mr. Jaeschke) 234. Ibid., 27-3, "The Fruit - A Maturepany, Boston, Massachusetts. 1963. 211. Microscope slide preparationfor Ovary" Algae inWater Supplies.United permanent collection-botanical235. Ibid., 49-1, "The Water Cycle" States Public Health Service, U.S. Depart- and zoological (see Mr. Jaeschke) 236. Ibid., 49-2, "The Carbon-Oxygenment of Health, Education and Welfare, 212. Ask the instructor for further gen- Cycle" Division of Water Suply and Pollution eralreading (The Sand Country237. Ibid., 50-1, "Nutritional Relation-Control, Washington 25, D.C. Publication Almanac by Aldo Leopold or the ships" 657, 1962. (Price - $1.00) Life of John Muir) 238. Ibid., 50-2, "Ecological Analysis of Animals Without Backbones. Ralph 213. Scientific Experiments in Environ- Two Habitats" Buchsbaum. 2nd Edition, University of mental Pollution by W.C. Weaver,239. Ibid., 50-4, "Life in Soil Communi-Chicago Press, Chicago, Illinois. 1948. 48 pages, Holt, Rinehart and Win- ties" BeginnersGuidetoWildflowers. ston, New York, 1968. 240. Ibid., 51-1, "Succession" Ethel Hinckley Hausman. G.P. Putnam's 214. Laboratory Experiments in Radia-241. Ibid., 53-1, "Soil and Water Conser- Sons, New York. 1948. tion Biology by Edward I. Shaw, vation" Beginning the Terrarium. Mervin F. suggested pages 37 and 39. Review242. Ibid.,54-1, "Forest and Wildlife Roberts. T.F.H. Publications, Inc., Jersey "Contents" Conservation" City 2, New Jersey. 1961. 215.Biology Experiments (American243. Ibid., 16-3R, "Effect of Weather BiologyExperiments for High Cancer Society), G. Congdon Wood, Conditions on the Bacterial CountSchool Students.G. Congdon Wood. Editor. Exercise 24, "Experimental of the Atmosphere" American Cancer Society, Inc., 219 E. Production of Plant Tumors with244. Ibid.,16-8R, "Strcnn Analysis"42nd St., New York 10017. Crown Gall Bacteria" by Edwin B. (Bacterial) BSCS (Biological Science Curricu- Matzke and A.C. Hildebrandt 245. Ibid., 21-1R(1) "Growing Mosslum Study) Research Problems. Books 216. Biology (Laboratory Manual) by Protonema" 1,2,3,4. Anchor Books, Doubleday, New StanleyWeinberg.Exercise16246. Ibid., 21-1 R(2) "Field Study ofYork. 1963. "Fossils" (Chalk) Bryophytes" Edible Wild Plants of Indlan Mound. Pamphlet.JohnJaeschke.Milwaukee 217. Biology Investigations by James H.247. Ibid., 21-2 R (1) "Growing Fern Otto, etal., 1969. Exercise 6-2, Prothalli" County Council, Boy Scouts of America, "Photosynthesis" 248. Ibid., 21-2 R (2) "Field Study ofMilwaukee, Wisconsin. 1964. 218. Ibid., 14-1. "A Study of Classifica- Ferns" Field and Laboratory Guide for tion" (Fish) 249. Ibid., 25-1 R, "Effect of Environ-Ecology. Paul C. Lemon. Burgess Publish- ing Company, Minneapolis, Minnesota. 219. Ibid., 16-8, "Bacteriological Analy- ment on Color Changes in Fish" 250. Ibid.,50-1 R, "Study of Frog 1962. sis" Field Book of Ponds and Streams. 220. Ibid., 18-1, "Unicellular Organiza- Parasites" 251. Ibid.,38-1R, "Field Study ofAnn Haven Morgan. G.P. Putnam's Sons, tion - The Protozoans" New York. 1930. 221. Ibidr, 19-3, "The Mushroom" Birds" 252. Observe Marchantia's (Liverwort) Field Book of Insects.Frank E. 222. Ibid., 19-5, "Study of a Slime Mold" Lutz. G.P. Putnam's Sons, New York. - Use if slime moldis found in the Life Cycle (understand evolution) 1948. field BSCS Green Version textbook 253. Grassland Biomes by Lou Woughter, Field Guide to Trees and Shrubs. SyntexModularProgram-Pro-George A. Petrides. Houghton Mifflin *Refer to "Radioisotope Experiments in grammed Learning Company, Boston, Massachusetts. 1958. High School Biology" (An annotated254.Freshwater BiomesbyLou ForestFloraof Canada.G.C. bibliography),U.S.Atomic Energy Woughter (as above) Cunningham. R45-121, Queen's Printer, Commission, Division of Technical Infor-255. Forest Biomes by Lou Woughter (asOttawa, Canada. mation, Oak Ridge, Tennesste. above) GrassesofWisconsin.Norman

36 and Fassett. University of Wisconsin. Press,Additional Books: Frank H. T. Rhodes, Herbert S. Zim, Madison. 1951. BiologyInvestigations.James H.Paul R. Shaffer. Golden Nature Press, Handbook of Snakes. Volumes 1Otto, Albert Towle, and Elizabeth Crider.New York. 1962. and 2. Albert H. Wright and Anna A.Holt, Rinehart and Winston, Inc., New Fungus Diseases of Plants. Benjamin Wright. Comstock Publishing Association,York. 1969. Minge Duggar. Ginn and Co., Boston, Ithaca, New York. 1957. Biology (Laboratory Manual). Stan-Massachusetts. 1909. Handbook of Wisconsin Fishes. Wm.ley L. Weinberg. Allyn and Bacon, Inc., Grasses of Wisconsin. Norman C. E. Dickinson. Milwaukee Public Museum,Boston, Massachusetts. 1966. Fassett.TheUniversityof Wisconsin Milwaukee, Wisconsin. 1960. (alternate Marine Biomes. Lou Woughter andPress, Madison. 1951. book - Fishes of the Great Lakes Region.R.L. Yaple. Syntex Modular Program. Introduction to Plant Physiology. Carl L. Hubbs and Karl F. Lag ler. TheEducational Systems Development, Divi-Bernard S. Meyer, Donald B. Anderson, D.Van University of Michigan Press, Ann Arbor,sion of Howard and Smith, Inc., Royal andRichardH.Bohning. Michigan. 1958. (Price- $6.95) Oak, Michigan. 1966. Nostrand Company, Inc., Princeton, New How to Know the Birds. Roger Tory Forest Biomes, as Marine Biomes Jersey. 1960. Peterson. Houghton Mifflin Company,above, 1967. *Laboratory Experiments I,Radia- Boston, Massachusetts. 1957. Freshwater Biomes,asMarinetion Biology. Edward I. Shaw. Atomic How to Know the Fresh WaterBiomes above, 1966. EnergyCommission TID -18616(Re- Algae. G.W. Prescott. Wm. Brown Compa- Grassland Biomes, as Marine Biomesvised).Superintendent of Documents, ny, Dubuque, Iowa. 1964. above, 1966. U.S. Government Printing Office, Wash- How to Know the Spring Flowers. ington, D.C. 1965. Mabel Jacques Cuthbert. Wm. C. Brown Life Nature Library. Time Inc., New Company, Dubuque, Iowa. 1949. (Re- REFERENCE BOOKS York. vised) NOT REFERRED TO Life Science Library. Time Inc., Introduction to Parasitology. Asa C. IN THE NUMBER KEY New York. Chandler and Clark P. Read. John Wiley Mammals of Wisconsin. Hartley H. and Sons, Inc., New York. 1961. A Field Guide to the Birds. RogerT. Jackson. The University of Wisconsin Mushroom Hunters Field Guide.Tory Peterson. Houghton Mifflin Com-Press, Madison. 1961. Non-FloweringPlants.FloydS. AlexanderSmith. The Universityofpany, Boston, Massachusetts. 1936 (The Shuttleworth and Herbert S. Zim. The Michigan Press, Ann Arbor, Michigan.Peterson Field Guide Series - over 14 University of Wisconsin Press, Madison. 1963. additional publications available covering Investigations in Field Biology. Paulplant and animal classification.) 1967. duyair. West Junior High, Madison, Wis- Animals Without Backbones. Ralph Plant Classification. Lyman Benson. consin. 1965. Buchsbaum. The Peterson Field GuideD.C. Heath and Company, Boston, Massa- Nature Recreation. William GouldSeries. chusetts. 1957. Vinal. Dover Publications, New York. A Manual of Aquatic Plants. Nor- Pond Life. Golden Press, New York. 1963. man C. Fassett. The University ofWiscon- 1967. Plant Physiology. Edwin Kurtz andsin Press, Madison. 1960. Quik Key Guide to Birds. John Emlen. Doubleday and Co., Inc., Garden RobertMiller.Burgess Publishing Co. An IntroductiontoOrnithology Minneapolis, Minnesota. 1966. (used in Dr. John Emlens' 1961 Univer-City, New York. toRocks and Poisonous Plants of theUnitedsity of Wisconsin ornithology course) Quik Key Guide States and Canada. John M. Kingsbury. An Introduction to the Study ofMinerals (as above) Prentice-Hall,Inc.,EnglewoodCliffs,Insects, RevisedEdition.DonaldJ. Quik Key Guide to Trees. David New Jersey. 1964. Borror and Dwight M. DeLong. Holt,Archbald (as above) Radioisotopes in Medicine and Bio-Rinehart and Winston, 1964. Quik Key Guide toWildflowers. logy. Edith Quimby and Sergei Feitel- Biology.AlfredM.Elliottand David Archbald (as above) berg.Lea andFebiger,Philadelphia,CharlesRay,Jr.AppletonCentury Rascal. Sterling North. Avon Books, Pennsylvania. 1963. Crofts, Inc., New York. 1960. The HearstCorporation, New York. Raising Laboratory Animals. James Britton and Brown Illustrated Flora, 1963. Silvan. The Natural History Press, GardenVol. 1-3, Illustrated Herbarium. Henry Red Giants and White Dwarfs, The City, New York. 1966. Gleason. The New York Botanical Gar-Evolution of Stars, and Planets and Life. Study of the Insects. Donald J.dens, Hafner Publishing Co., Inc., NewRobert Jastrow, Director, Goddard Insti- Borror and Dwight M. DeLong. RevisedYork. 1963. tute for Space Studies. Harper and Row, Edition.Holt,Rinehart and Winston, Field Book of Ponds and Streams. New York. 1967. New York. 1964. Ann Haven Morgan. G.P. Putnam's Sons 700 Science Experiments for Every- The Living Laboratory J.D. Wither-New York. 1930. (Putnam Nature Fieldone. UNESCO. voubleday and Company, spoon and R.H. Witherspoon. Doubleday,Book Series - over 24 additional publica-Garden City, New York. Garden City, New York. 1960. tions available covering Plant and animal Sexual Reproductionin Humans, The Reptiles of North America.classification including, the Field Book ofAnimals and Plants. Susan Michelmore. Raymond L. Ditmars. Doubleday, GardenAnimals in Winter by Ann Haven MorganThe Natural History Press, Garden City, City, New York. 1936. (the only guide specifically dedicated to aNew York. 1964. The Secret Life of the Flowers. Anndifficult season in which to lead nature Ophelia Dowden. Odessey Books, Newtrips) *Referred to in number key. York. 1964. Fossils, A Golden Nature Guide. 37 *Scientific Experiments in Environ- WindOverWisconsin.August BIBLIOGRAPHY - PAMPHLETS mental Pollution.W.C. Weaver.Holt,Derleth. Charles Scribner's Sons, New Rinehart and Winston, New York. 1968.York. 1943. Arboretum Guide. James Zimmer- Taylor's Encyclopedia of Gardening. Trees of Wisconsin. Wisconsin Con-man and John Jaeschke, West Junior High Norman Taylor, Editor. Houghton Mifflinservation Department, Madison. School. 1966. Company, Boston, Massachusetts. 1961. Wild Flowers. Homer D. House. The BSCS Pamphlets, American Institute (a more recent edition may be available).Macmillan Company, New York. 1935. of Biological Sciences, D. C. Heath and Textbook of Comparative Histology. Wisconsin Sideroads to Somewhere.Company,Boston,Massachusetts. Warren Andrew. Oxford University Press,Gay Schoenfeld. Dembar Education Re-1962-63. London. 1959. search Services, Inc., Madison, Wisconsin. 1.Courtshipin Animals. Andrew J. The Audubon Nature Encyclopedia.1966. Meyerricks The Curtis Publishing Company, Philadel- Zoo Animals. Golden Nature Series 2.Guideposts of Animal Navigation. phia and New York. 1965. (23 titles available). Golden Press, New Archie Carr York. 1967. 3. Bioelectricity. E. E. Suckling REFERENCE BOOKS 4. Photoperiodism in Animals. Donald S. NOT REFERRED TO IN Note: An excellent aid isSource- Farmer THE EXPERIMENTAL AREA bookforthe Biological Sciences. Evelyn5. Present Problems About the Past. Morholt, Paul F. Brandwein, and Alexan- Walter Auffenberg The Ferns and Fern Allies of Wis- Crane Creek Gunstock Company consin. R. M. Tryon, D. W. Dunlop, N. C.der Joseph. Harcourt, Brace and World, New York. 1958. Extremely helpful inCatalog (polyethylene glycol source), P. 0. Box 268, Waseka, Minnesota. Current Fassett and M. E. Diemer. The Universityteacher preparations. Note: A good reference such as thecatalog. of Wisconsin Press, Madison. 1953. Devil's Lake Tour. John Jaeschke The Insect Guide. Ralph B. Swain.Van Nostrand Science Encyclopedia and Stedman's Medical Dictionary can and James Zimmerman. West Junior High Doubleday and Company, Garden City, School. 1967. New York.1957. (Doubleday Naturebe of great help. Note: One may select any college DDT. Tom Steinberg (Leroy Lee, Guide Series - over 8 additional pUblica- Biology Teacher) Memorial High School, tions available covering plant and animalZoology book such as Life and any Botany text such as Botany by Robbins,Madison. 1968. classification). Weier and Stocking, 2nd Edition, pub- Faust Scientific Supply Ltd., 2801 The Lower Animals, Living Inverte- IndustrialDrive,Madison,Wisconsin. brates of the World. Ralph Buchsbaumlished by John Wiley & Sons, Inc., to serve as basic references. Current catalog. and Lorus J. Milne. Doubleday and Co., HerbariumCollection(Howto Inc., Garden City, New York. 1962. ADDITIONAL BOOKS: Make). University of Wisconsin Herbar- (Other books of "The World of Nature ium, Birge Hall, University of Wisconsin, Series" are excellent, for both text and The Life of the Marsh. William A.Madison. the color reproductions). Nierling. McGraw-Hill Publishing Com- How Good is Your Land for Wild- The Mushroom Hunters Field Guide. pany (h. 200peration with World Booklife.I.0.Hembre,DaleAebischer, Alexander H. Smith. The University of and the U.S. Department of the Interior).Francis Hole, Martin Beatty. University of Michigan Press, Ann Arbor. 1966. 1967. Our Living World of Nature SeriesWisconsin Extension Division, College of The Picture Key Nature Series (more (each title $4.95) Agriculture (R5000-13). Madison. June than 21 books). Wm. Brown Company, J. McCor-1966. Dubuque, Iowa. The "How to Know" The Life of the Forest. mick Life in the Soil, BSCS Laboratory Books. The Life of the Seashore. W. H.Block. David Framer. D.C. Heath and The ShrubIdentificationBook. Amos Company, Boston, Massachusetts. 1965. George W.D. Symonds and A.W. Merwin. The Life of the Desert. Ann and Popular Science Handbook Series - M. Barrows and Company, New York. Myron Sutton Number 8, Popular Science Magazine, 1963. The Life of the Cave. Charles E. New York. TheTreeIdentificationBook. Propagationof Plants,Brooklyn George W.D. Symonds and Stephen V.Mohr and T. L. Poulson The Life of the Ocean. N. J. BerrillBotanic Garden Handbook, Brooklyn, Chelminski. M. Barrows and Company, The Life of the Prairies and Plains. New York. New York. 1958. School Forest Ecology Laboratory, The Web of Life. John H. Storer.D. L. Allen The Life of the Rivers and Streams. John Jaeschke, James Zimmerman, and Signet Science Library, The New Ameri- Ken Schroeder. Memorial High School. can Library of World Literature, Inc.,R. L. Usinger The Life of the Pond. W. H. Amos 1967. New York. 1953. The Life of the Mountains.M. The American Biology Teacher (per- The Wilderness World of John Muir. Brooks iodical).SterlingPublishing Company, Edwin Way Teale.Houghton Mifflin Spring Flora of Wisconsin. NormanInc., New York. 1966 and 1968. Company, Boston, Massachusetts. 1954. C. Fassett. Democrat Printing Co., Mad- Slidesets neededforrainy day TheWild Mammals of Missouri. ison, Wisconsin. activity-ConservationDepartment, Charles W. and Elizabeth R. Schwartz. Radioisotopes and Inquiry.Bio- Audio-VisualSection,HilldaleState University of Misqnuri Press and Missouri Atomic Research Foundation. Encyclo-Office Building, Madison, Wisconsin. The Conservation Commission. 1959. pediaBritannicaEducational Corpora-bird and conservation sets are good. *Referred to in number key. tion, Chicago, Illinois. 1968. Records - Peterson's Bird Reco:

38 and Voices in the Night can be rented FIELD BIOLOGYPLANNING SHEET Hour 2 from the Madison Audubon Society orMake in Duplicate purchased through the National AudubonTurn one in to theteacher Hour 3 Society in New York. Team Members Hour 4 SUPPLEMENTAL BOOK LIST Week of Thursday * If you find any good works or articleson subjects pertaining to the Hour 1 biology area or specifically to field biolo-Monday * gy (personal accounts, for instance, such Hour 2 as those by Aldo Leopold) that you've Hour 1 looked over, you may include a short Hour 3 report in your writeups. However, I hope Hour 2 that you'll list them as well below. Hour 4 Hour 3 Book Title Friday * Hour 4 Author Hour 1 Tuesday * Publisher Hour 2 Hour 1 Date Hour 3 Hour 2 Magazine Hour 4 Hour 3 Article Extra contemplated Individual Study Date Hour 4

Publisher Wednesday *

Pages Hour 1 *List the field trip, if any.

39 An Improved, Versatile, Inexpensive Astronomical and Chemical Spectrophotometer

R. M. KALRA

Mission Secondary School Mission, British Columbia, Canada

The spectroscope was invented byphotocell and graph recorder. This is thein front of the objective. Inside is a Sir Isaac Newton in 1664 when he passedprinciple of the spectrophotometer. cortinuous-spectrum light source and a a beam of white light through a prism. To Thetheorybe:11dthe spectro-glass cuvette. Various frequencies of light his surprise the prism dispersed the whitephotometeris simple. An objective lenswill be absorbed when they pass through beam into the colors of the rainbow.focuses the light under study on a slit,the solution in the cuvette. Knowing that Sunlight, he deduced, was a mixture of alland it passes through a collimator lenssubstances absorb the same frequencies the colors of the spectrum, red, orange,that parallels the light rays. The rays arethat they will emit, comparison to other yellow, green, blue, and violet. However,then dispersed into the variotis wave-emission graphs will eventually lead to using a spectroscope with improved op-lengths by adiffraction grating. Theidentification of the substances in solu- tics, William Herschel discovered infraredspectra are reflectedoff a mirror andtion. light rays by testing the region below thethrough two more lenses to focus the The four-inch objective lensis a red with thermometers. Likewise, Ritterspectra. These focused spectra then shinemagnifying glass which can detect stars to discovered ultracrolet light rays when heon the photocell housing at the far end ot12.1 magnitude and will separate to 1.50 placed silver salts in the region beyondthe tube. In the center of the housing isinches of arc. However, the instrument the violet. Fraunhofer introduced a fur-another slit, just wide enough to allowcanspectrophotometricallyexamine ther impiovement of the spectroscope.one narrow wavelength through. This onecelestial bodies to the fifth magnitude. It He replaced the prism with a glass slideband strikes the photocell and induces ais mounted in a lens cell attached to a48- upon which he had etched thousands ofcurrent that varies with the intensity ofinch aluminum tube. An adjustatle slit is lines. This was the diffraction grating, athe band. The current readings can beset at about .002 inch wide.Behind this device far more accurate than the prism.noted on an ammeter or graph recorder.is a rectangular collimating lens mounted Simms, another spectroscopist, added aTo allow each band to pass through thewith some steel plate strips. The diffrac- series of lenses and gave the spectroscopeslit, the photocell is mounted on a rotortion grating has 15,000 lines per inch and its modem form. which is attached to a slow, controlledis mounted in a way similar to that of the However, the optical spectroscopemotor. As the photocell passes across thecollimating lens. Because the spectra are has two main disadvantages. First, thespectrum the various intensities of therefracted away from the optical axis, a naked eye is neither sensitive nor accuratebands cause differentiat;ng fluctuationsmirror on the side of the tube reflects the enough to permit thestudy of dimon the ammeter. By noting these fluctua-spectra towards the telescope assembly. objects like stars. Second, time exposuretions and comparing them to fluctuationsThis is a tube with two short-focal-length spectrophotography was expensive, timeof known substances the presence oflenses. By experiment these lenses can consuming, and not always practical. Tovarious elements can be detennined. disperse and focus the spectra on the overcome these difficulties the eye or The chemical photo-analyzer can bephotocell housing. The housing is a small film plate can be replaced with a sensitivemade by adding a small section of tubingrectangular aluminum box with a hole 40 drilled in the middle. Over this is a slit .003 iiwhwide which will allow the one COMPLETED SPECTROPHOTOMETER wavelength being studied through. Inside an amphenol socket forms the bottom of the housing. The whole box is completely insulatedwith rubber. The photocell housing is bolted to a small steel rod. The rod is welded to the shaft of a small 1/15 rpm synchronous motor. The motor is spectrophotometer mounted on the side of the telescope tube tube. Attached to the outside is a 60-mm guidescope astrograph for photography. It doubles as a fmder scope by simple turning onthe lighte d reticles. The whole assembly is mounted on a sturdy equatorial mount supported by a 30-inch pier. The mount is designed to reticle allow for apparent motion of stars and is light equipped with clock drive for long peri- equatorial mount ods of examination. The leads from the photocell and clock drive are connected by plugs and power jacks jacks on tbe tube to a hand-control unit. and leads From the unit other leads from the graph recorder, powel unit, and a lock switch offer complete control of all functions from one complete unit. All leads are ioscillator retractable cords for ease of movement. braror- inverter power gra2h drive unit recorder Each function of the unit is indicated by Cti 0011(nd a pilot light so that the operatorknows at AlAcon Lol a glance what sections arefunctioning. The power unit is contained in a separate cabinet from the graph recorder. The power unit consists of a simple hybrid circuit with one tube and six transistors. This assembly is mounted on Verobord for ease of construction and pedestal power 111cable maintenance. This spectrophotometer is based on a design by R.C. Dennison.However, it is improved:

(a) It is now versatile; it doubles asBibliography and an astronomicalspectrophotometer and aGeneral References chemical spectro-analyzer. 1. Collier's Encyclopaedia.Volume 21 -4. Holton, Gerald. Introduction to Con- Spectroscopy. Crowell-Collier Publish- cepts and Theories in Physical Science. Chapters 22-23. Addison-Wesley Pub- (b)Itis more convenient,self- ing Company, New York. Park, contained, and much more accurateand lishing Company, Ins., Menlo sensitive than was the original. 2. Dennison, R.C. "The Amateur Scien- California. tist ."ScientificAmerican218: 140-144; May 1968. 5. The Merck Index. Merck & Company, Rahway, New Jersey. (c) It is extremely low priced.The model can be constructed for $400($1003. Encyclopaedia Britannica.Chapters 6. Practical Organic Chemistry,Part I. Canadian duty) and is equivalent in per- 22-23. (1) Properties of Light and(2) University of British Columbia, Van- formance to models aboutthree times as The Quantum Theory. Encyclopaedia couver, Canada. costly. Britannica, Inc., Chicago, Illinois. 41 SPECTROPHOTOMETER POWER AMPLIFIER SCHEMATIC DIAGRAM

11.11) F.140X trle 120:7 26.5 volt _ 0 3.3K .6 K .2E 8 IK .4 01` 11130214 20706 gt A mut 2270 1114297: tor 1 11.1915b

7 2.7 K P --ei nook 2 WU,* C I -1

0211207'..mast_. K .1 Poserflw

112071 --T-2 CA)- - 1113030 1143 9 1120 -TT.; 6.6 V Not :so3 .20 0

All resistors k ifatt and measured in Ohms All capacitors measured in mfd.

OSCILLATOR-INVERTER DRIVE SCHEMATIC DIAGRAM

All resistors are k watt-measured in Ohms All capacitors measured in mfd.

42 SPECTROPHOTOMETER CONSTRUCTION DIAGRAM

light source cuvette

SPECTROPHOTOMETER CONSTRUCTION DIAGRAM

ANL

1VN

objective slit collimator grating mirrors slit photocell housing

43 ILI

A Scientific Research Course for High School Students

JULIAN KANE

Garden City Senior High School Garden City, New York

An earth science research courseattack so that they can have the j y andjournal The Science Teacher, and two that enables students to pursue work atvaluable experience of making d isionsothers received monetary grants from the their individual levels and interestsis themselves. Occasionally, I work alongWilliam and Sophia Casey Foundation. In presently offered to eleventh- and twelfth-with them, and that particular projectaddition, one of the published reports graders at the Garden City Senior Highthen becomes a joint student-teacher ven-dealing with the lunar surface led to the School, Garden City, New York. Theture. receipt of a NASANSTA award, and course has led to published articles by In addition to learning a great dealone of the grant projects involves our students, to research grants received byabout earth science and its socioeconomicserving as a data-gathering station for the students, to receipt of a NASA NSTAapplications, the students keep abreast of ;-Pollution Division of the Nassau award, and to our school becoming an aircurrent research problems and proce&-axsCounty Department of Health. pollutionmonitoringstationforthethrough perusal of a variety r f veriodicals The first published article, "Surface Nassau County Department of Health. such as Scien,., Nature, Sky and Tele-Features of the Moon: Interpretation of The youngsters work singly or inscope,NaturalHistory,Scion:VicPhotographs from Lunar Orbiter II"(The groups on projects which they selectAmerican, and others. The independentScienceTeacher,October1967,pp. themselves and make periodic progressstudy aspc:ts of the course plus their4043), was authored by four high school reports at monthly seminar sessions. Ad-having selected their own projects enablestudents (Stephen Reininger, Jon Pendle- vice, questions, and criticism by all thethe students to approach their work withton, Peter Siegel, Hillary Solnick) and me. participantsareconsidered afterward.a verve and enthusiasm which are notIt described the first published evidence Final reports (oral and/or written) arealways present in more rigidly structuredof lunar igneous dikes and columnar made by each group at the conclusion ofsecondary science courses. No examina-joints observed in the Copernicus crater its work. tions are given, and grades are based onand also dealt with shield volcanoes of As the teacher, I counsel with theparticipation as well as accomplishment.the Marius region of the moon. students in thselection of projeci and One of the major objectives of the The second article accepted for pub- help them plan their research procedures.course is to give the students an oppor-lication, "Do Meteors Influence Precipita- I also guide them in selecting and oper-tunity to engage in meaningful researchtion? A Correlation of World Precipi- ating whatever equipment might be nec-that could add to the general body oftation Increase with the Great Leonid essary in obtaining published and unpub-scientific knowledge. To date, six of ourMeteor Shower of November 1966" (The lished references to previous work thatgroup projects have been in this category,Science Teacher,February1969, pp. was done in their area, in gathering andand four of them have been considered34-37), was authored by four other high interpreting data, and in preparing reports 'forthy enough to receive outside recog-school students (Vicki Bressan, Janet which may lead to formal publication. Inition. Two of the reports have beenBotte, Michele Barrett, Ann Sewell) and

usually suggest more than one line ofaccepted for publication in the NSTAme. Twootherstudents,. Anthony

44 LoPinto and James Waide, also contri-Getchell and Gregory Van Gelderan in-intheresearchroom.Whenever buted to the data analysis of this report.volvesinvestigatingreflective and re-necessary, trips outside the school are Our research showed that a significantfractive mirages before and after sun-taken in the afternoon or on weekends. increase in world precipitation shortlydown. The boys use a transit and other No pressureis placed upon any aftertheLeonid Meteor Shower ofequipment to measure the very smallstudent to "produce" at any predeter- November 1966 could be attributed di-angles of mirages under various weathermined level. There are no examinations rectly to the nucleating effect of theand ground-surface conditions. They, too,and no assignments other than the work meteor particles after they drifted downexpecttosubmitareport of theirload imposed by each student on himself. into the lower atmosphere two to sixresearch for possible publication in aGrades of "B" or "A" are disbursed weeks later. Since our literature checksuitable journal. depending on the combined qualitative showed that a correlation existed be- Additional projects which are orand quantitative aspect of the student's tween syzygy lunar phases and precipi-have been actively worked on by theactivities. A student whose interest tapers tation increases, we were careful to showstudentsandmeincludepesticideoff to the point where he is no longer thatsyzygyalonecouldnothavepollution hazards to humans, livestock,participating would be asked to withdraw accounted for the increases we tabulatedand aquatic faunas; oil pollution hazardsfrom the course. Thus far, however, the from over 900 weather stations in variousin estuaries and marine waters; methodsstudents spend more time and effort on parts of the world. In doing this work, weof reducing earthquake destruction intheir research projects than on some of had thebenefit of consultation withseisimically active regions; the scientifictheir other coursesto the point where I meteorologists from the U.S. Weatherbases for American Indian myths andhave to remind them not to fall behind Bureau. legends; the lunar cycle's effect on physi-on their other work. Apparently, the One of the projects that won a $250ological and psychological behavior ofstimulation and interest generated by this foundation awardforstudents Janethumans and other organisms; volcanictype of course is sufficient to engender Botte, Janice Garrison, Ann Sewell, andactivity evidence on the planet Mars; thelearning for the sake of knowledge rather than merely for the sake of grades. Jane Wytzka is being carried out with theCoriolisEffectas an insurmountable cooperation of the Nassau County Airobstacle to Project Skyhook; and radia- Whilesimilarresearch courses in Pollution Division. Air sampling equip- secondary earth and space scienceareas tion hazards to Apollo VIII and IXcould easily be instituted as second-year ment (purchased with the grant money) astronauts on lunar missions during theprograms (following a first-year course) has been installed on the school roof andpeak solar-flare period 1968-69. by schools in other localities, I would is being operated by the girls in conjunc- The students and I meet daily in thethink that research programs geared to tion with the county's regular samplingearth science room where each projectprecollege levels could also be adapted in stations. Local pollution levels in Gardengroupcarries outits own work. Inthe biology, chemistry, and physics areas. City are monitored on a regular basis andaddition, individualstudents come inUnder proper guidance, high school stu- compared with adjacent areas. After gath-during their study or lunch periods (whiledents are capable of contributing useful ering data for several months and corre-I am teaching otherclasse...:!,or afterknowledge in the fields of science. Cer- lating their information with the otherschool to continue their research. Eachtainly, the elemental techniques ofre- county stations, the students plan toproject has sufficient space allotted to itsearch and of information communica- submit a report of their work for futurein a small adjoining room so that thetiontheygain in such a course lay publication. youngsters can work on their own at anyvaluable groundwork for future advanced Another project that won a $200time during the day. A small but highlywork they 1,.:ght engage in at collvgeor foundation award forstudents Jamesselective library is also available to thembeyond.

1"I have to remind [the students]

often not to fall behind on

their otherwork.**

45 Stimulating Creativity Through Chemistry

ELAINE W. LEDBETTER

Pampa Senior High School Pampa, Texas

Science is a creative process in which(2) many things can be learned creativelythings he wonders about. Many of these imagination plays a powerful role. Jamesmore economically than by authority; 3questions can be used for laboratory B. Conant makes this abundantly clear in(3) there is practically no correlationactivities. Some examples art : On Understanding Science. 1Industrybetween scores on achievement tests and 1. Why do leaves change color in the fall? and the armed forces have been teachingcreative ability; 4 and (4) imagination and2. Why does a cookie stick together? courses in creative problem solving forcreative skills can be taught. 5 3. How can a record reproduce sound? years. However, in educational circles, Working on the premise that mas-4. Why does molasses become thick in particularly at the secondary level, thistery of subject matter can be accom- cold weather important area of creativity continues toplishe dconcurrentlywithcreative 5. If mental illnessischemical, does be ignored. While it is true that the newgrowth, I have incorporated a number of attitude stimulate production of harm- science curricula have devised ways totechniques into the usual first-year high ful chemicals? impart information in a more interestingschool chemistry course with gratifying6. Why aresodium chloridecrystals manner, this is not enough to qualifyresults. cubic? them as teaching for creative develop- 7. Why is the grass wet on som mornings ment. There is little evidence that the Building on Innate Curiosity and not on others? new media are helping the student to 8. How doos a match work? create from the knowledge he acquires. Young children never stop asking9. What causest e color regions of a Nowhere in the academic program isquestions. High school students ask very rner flame? there greater opportunity for teachingfew questions. In order to stimulate the10. Why does wood warp? creativity than it: the sciences. questioning attitude early in the course, Science teachers should be aware ofeach student is asked to make a list of the growing volume of research studies Once every two weeks we have a laboratory period devoted to individual which show that (1) stiflingcreativity work on questions raised by the students leads to tension and mental ill-health; 2 3Ornstein, J. "New Recruits for Science," Parents' Magazine 36: 42; Februarythemselves. Many such periods are used 1961. for problem-solving on questions raised 4Torrance, E. P. Creativity.Proceedings of the by required experiments. For example, 1 Conant, James B. On Understanding SecondMinnesotaConferenceon the experiment on single replacement Science. Yale Press, New University Gifted Children, Minneapolis. Univer-reactions invariably causes students to Haven, Connecticut. 1937. sity of Minnesota, Minneapolis. 1959. 2 Patrick, Catherine.What is Creative 5Parnes, Sidney J.Creative Behavior Guideask: Will the reactions proceed in the Thinking? Philosophical Library, Inc., book, Charles Scribners' Sons, Newopposite direction? or Why does the New York. 1955. York. 1967. copper sulfate solution lose its color? Once students learn that they will have ando the following: skilled until they look forward to such op2ortunity to pursue questions that are1. Walk a very familiar route and list alltests. otparticularinterestto them, they the objects never noticed before. Suggestionsforotherdemon- acctimulate more things to do than class2. Sit in a familiar place and note all thestrations which test ability to propose time will permit. Many of them spend sounds of which you had not pre-hypotheses are: extra hours in the laboratory after school viously been conscious. 1. Iodine crystals placed in water, alcohol, and on weekends. This has a double3. Be acutely aware of the taste of foods carbon tetrachloride. Explain the color benefit: (1) It creates high interest in the throughout one entire meal. differences. required experiments, and (2) it stimu-4. Take a walk and record as many 2. Remove the stoppers from bottles of lates creative planning in devising ways to different odors as possible. concentrated HC1 and NH4OH' Explain testthe hypotheses proposed by the Once students become sensitive to formation of white cloud. 3. Mix 25 ml water with 25 ml alcohol. students. their environment and realize that they Explain why the total volume is less than Prior to the special laboratory peri-can use and discipline their imagination, 50 ml. ods stadenis submit for approval tcthey recognize sensitivity and discipline 4. Place colored water in a set of capillary followingplans: the purpose of theiras powerful forces for the generation of tubes. Explain the difference in levels after a short period of time. investigation, materials needed, and theirnew ideas. They learn to trust their 5. Light a burner above and below a piece of proposed procedure. This enables theimagination as an aid to proposing hy- screen gauze. Explain why the flame occurs teacher to have materials readily accessi-potheses and devising new approaches to only on one side of the gauze. ble for the student and to check onproblem-solving in the laboratory. 6. Heat a crystal of copper sulfate penta- safety. These "fun labs" provide practice hydrate. Explain the change in color and texture. in devising experiments, proposing hy- 7. Place a piece of cardboard in a vertical potheses,recordingobservationsandSkill in Proposing Hypotheses position in the center of a bunsen flame. data,evaluatinginformation,drawhig Explain the scorch pattern. conclusions warranted by observations, Many short activities can be used in 8. Place a few iodine crystals in a 250 ml and improving experimental design. Ex-class to improve skill in proposing hy- beaker. Cover with an evaporating dish containing water. Heat the beaker gently. tra credit is given for ar special labora-potheses and to add interest and variety Explain the changes that occur. tory work after the fmal report is sub-to the course. For example, early ir. the 9. Float a needle on water. Explain why it mitted. The improvement made by indi-year the property of density is studied. does not sink. viduals in their ability to set up controlsAfter considerable work has been done10. Make a boat of tin foil. Float it on water. and to interpret data is reflected inon this concept, the following demon- Then crush it into a small wad and return it to the water. Explain why it floats in the improved quality of required laboratory stration is performed: first instance and sinks in the second. work. 11. Fill a glass milk bottle full of water, place a To an empty 100 ml graduate,10 ml mercury, a piece of screen gauze in the place where small iron bolt, 10 ml carbon tetrachloride, a the cap fits, and invert the bottle. Explain moth ball, 10 ml water, and a small cube of why the water does not run out. Sharpening Awareness wood are added in this order. 12. Place a beaker of water containing 5 drops of phenolphthalein and an identical beaker Students are given a sheet of paper Anything which encourages enthusi- containing an equal volume of dilute on which they record: NH4OH under a bell jar. Explain the asm encourages creativity. Students need appearance of the pink color in the bekuta to realize that their own imagination Purpose of Demonstration: of water after a short period of time has provides them with a power to discoverObservations: elapsed. and to create knowledge. ImaginationExplanation for Observations: 13. Obtain a bottle of soap bubble material requires exercise just as muscles do. WePlans for TestingExplanation (klypothesis): from the dime store. Blow bubbles. Ex- plain why the bubbles are always spherical discuss how to do "mental calisthenics" in shape. and frequently have a five-minute warm- Papers are read at one sitting and 14.Mix twocolorlesssolutions(sodium up. This includes such activities as: rated. Those mentioning densityrate chloride and silver nitrate). Explain the 1. Imagine laboratory apparatus in un-highest,thosetalkingabout "weight appearance of the white solid. Explain the visual shapes: a rectangular test tube, adifferences" rate lower, and so on. Then rapid darkening of the white solid. 15. Place some table sugar in a beaker. Pour a spherical beaker, etc. we haveclassdiscussion on how to few milliliters of concentrated sulfuric acid 2. Imagine a burner flame being solid. propose a reasonable hypothesis and the overit. Explain the change that occurs. 3. Imagine doing an experiment to aimportance of imagination in devising16. Place two or three moth balls in a tall musical rhythm. tests for it. The point is made that credit graduated cylinder to which water, citric acid, and soda have been added.Explain 4. Imagine hydrogen sulfide smelling likewill be given for any hypothesis if it the rise and fall of the moth balls. hot rolls. meets these criteria: (1) It is based upon 17. Insert a glass tube at the base of a burner 5. Imagine a polka-dot solution. actual observations and (2) it is testable. flame. Ignite the end of the tube. Explain To make students more conscious ofIn the beginning, students fear this type the fact that burning occurs both at the end of the glass tube and at the 'lumen how muchinoursurroundingsisof test, but with experienco their con- commonly overlooked, they are asked tofidence grows and they become more

47 Devising Experiments Descriptive Ability Scoring is done on the basis of such criteria as: Students must be given practice in The ability to describe accurately isa. Fluency devising experiments. A simple exerciseessential to the science student.Someb. Number ofresponses to start them in this direction, whichassignments which can be used effectivelyc. Unusual approach offers a sound basis for discussion, isin 15-minute blocks of timeare: d. Surprisingor unexpected answers described although many others work For example, ifa student answers Ques- 1. Describe music to a person deaf from equally well. birth.tion 4 above by saying 2. Describe a rainbow toone blind from birth. we would have to 3. Describe the feel of velvet to revise our present concepts of chemical Given: 5 sugar cubes, test tubes,water, alcohol, one with no sense of touch. mortar and pestle, burner, test-tube holder, activity he should rate much higher than stirring rod. 4. Descrle the odor of freshly cutgrass to oneif he simply stated thatwe would see with no sense of smell. 6 Problem: Devise a controlled experimentto electrons moving fromone energy level to determine the factors which affect thesolu- another. In fact, the latteranswer might bility of sugar. There are many different exercisesindicate poor teaching in that the student which enable the teacher to evaluate thecannotdistinguishthe Points to stress in discussion after resultsare model from turned in: creative thinking ability of students. Forreality! example: 1. Importance of using equal volumes of sol-1. If an equipment manufacturer offered vent; $100 for suggestions which might leadOther Types of Creative Activity 2. Importance of a control; to improvement of laboratory appara- 3. Importance of varying only ONE factor ata Each student time. tus, what piece of apparatus would you was encouraged to Practice and. help of this nature is important select and what ways could you suggestsubmit a variety of original material early in the course so that students become for improving it? throughout the term. Poetry, articles, aware of the points to consider in devising their2. Select one experiment from the pastessays, experiments, test questions, post- own experiments. unit and tell how it might be made: (a)ers,bulletin board displays,art work, car- Suggestions for similar activities: Devise an toons, and models all science related experiment: more interesting, (b) more meaningful, 1. To determine whether single replacement or (c) more of a discovery activity. were produced. Many students did a large reactions will occur in reverse; 3. What would happen if a reactionnumber of there activities, thereby gain- ing experience in several media of creative 2. To determine whether the diameter of the occurred in which matter andenergy tube affects the operation of a mercury expression. barometer; were NOT conserved? 3. To determine the cause of "heat waves"over4. What would happen if you could ob- a radiator; serve a chemical reaction on the atomicGrading 4. To determine the density of marble using level? CaCO3 chips (sand or sugar may be substi- tuted for marble); Industry rewards creative work with 5. To show that pressure is a function of the high salaries. Grades 6 are the medium of depth of water. See Appendix I for illustrative answers. exchange in the classroom. Therefore, it

** One studentwrote, "Before taking chemistry,

I took everything forgranted without question. "**

48 was understood from the beginning of thesame type of general academic student. grey and faded. Happy music is like a course that the following grading system6.5 percent failed or withdrew by the end sunny spring daybright with color in would be in effect: of the first semester and 12.6 percent bird, flower, and tree. a. One-third of the grade was based uponmade A's. b. Music is poetry in sound. required laboratory work, One paper entitled "Chemistry and c. Musicflowslikeaclear,rushing b. One-third was based upon under-Daily Living" submitted as part of the stream. d. Sweet musicislike rich chocolate standing of textbook material, and creative work by one student states: pudding tastes; sad music is black and c. One-third was based upon creative presses down on bent shoulders. work. For grading purposes, creative work was a. Freshly cut grass is like drinking a glass defined as (1) scores on special experi-Chemisqy has opened my eyes and my mind to of lemonade with too much sugar. ments designed and performed by themany things. Before I repeat any information I b. As the roseis beautiful to see, so student, (2)scores on demonstrationstop and ask myself if it is fact or assumption. Many times I realize it is assumption and I do freshly cut grass is beautiful to smell. quizzes, (3) scores on activities involvingnot pass it on. Before taking chemistry, I tookc. The smell of freshly cut grass is sharp hypothesis proposal, (4) original writing,everything for granted without question. Now I like sticking pins in your arm. art work, bulletinboards, and otherfind that I am curious about most things Id. The smell of fresh cut grass can be works. encounter throughout each day and am con- described as like the feeling one has This system works fairly forallstantly trying to learn how, why, what if and so when he has finished all his tests and is students. Those with great facility inon. In addition, chemistry has set my imagina- preparing for a long weekend. It is like tion in motion. It helps me figure ways out of being reborn. learning "facts" are stimulated to develop persona! difficulties, to dream up topics fore. Fresh cut grass smells like steel wool their latent creative talents and studentsEnglish themes, and to improve my wardrobe feels. with an initial high degree of creativityon very little money. are stimulated to master the chemical a. You have heard the slow moving creek subject matter, for they soon realize that and the sound of birds singing. The the more knowledge they possess about rainbow is like these. It runs across the chemistry the more different ways it can Another student who has great artis- sky with gay and happy tones of colon be used. tic talent has developed an interest inb. A rainbow is a multicolored arc in the science and is now planning to major in sky that looks like the different flavors both with the aim of becoming an illus- of ice-cram taste. Evidence That Creativity Can Be tratorfora publishing house whichc. To the blind a rainbow would be like Stimulated specializes in medical books. highmusicthatascendsintothe If we can providethis kind of heavens and descends to the earth forming a gigantic playground slide. There is not sufficient evidence from self-discovery for our students, then edu-a. The rainbow is made of colors which todetermine thisprelithinarystudy cation can truly become a life-long, sus- cling together like the closeness of a whether creativity can be taught. How-taining process. Students will retain the family. ever, there is abundant evidence thatcapacity for childlike wonder, a persistent creativity and imagination can be stimu- curiosity, and a sense of excitement ina. The feel of velvetislike sedng a lated and encouraged. The evietence lies inliving. Those who are so inclined will be picture of someone you love which has several areas: better scientists because they will develop been slightly blurred. 1. Comparison of the quality of creativetheir creative imagination along with theirb. Love is warm and gentle and tender. work submitted by the same individ-acquisition of facts. Those who do not The feel of velvet is like this. uals at the beginning of the term withenter the scientific community will atc. The feel of velvet is the contentment that submitted at the close of the term;least have a more realistic view of the of a child when he jumps into a pile of 2. Comparison of the volume of creativenature of science as o creative endeavor. soft hay. c. The smoothness of velvet is compara- work submitted by the same individ-All may standtallerand walk with uals as the term progressed; ble to the smoothness of flowing cake assurance, because they will have learned batter. 3. Highlevelofinterestmaintained that within themselves lies the power toe. Velvet feels like a kitten looks. throughout the course as indicated bylive creatively. participation and by the unusually low dropout and failure rate; Examples of improvement in creative 4. Comments from students. writing: According to records kept over theAppendix I Student A: pastfiveyears,14.5 percent of theExamples of creative answers to descrip-First attempt: studentsenrollinginbeginninj hightive exercises: school chemistry withdrew or failed bya. Music is like beautiful colors flashed on Quatrain on Density the end of the first semester; whereas, a screen in rhythm, varying in shades, only 7.0 percent made A's. Using the patterns, and speed. Sad music is like Mass over volume is equal to density. techniques hereindescribed, with the the colors on a cloudy winter day I'vestudiedthisfactwith utmost

49 intensity, All these favors just to show A gas is formed as part of the fate; But stillIcan't grasp this flagrant That we use everything we know And suddenly we see a precipitate. propensity. To make the world a better place Checki4 composition, change, and The mass of my brain is too teensy- 'To support the human race. learning to.see wensity! Is something very strange and new to me. Six weeks later: Student C: How Do You Lose Me? Observing while a sugar cube dissolved Moth Balls (With apologies to I found myself getting quite involved. Elizabeth Barrett Browning) If this is chemistry, then I must admit I walked into class the other day It is one course I will never quit! How do you lose me, Chemistry? Let To be confronted with moth balls that me count the ways. wouldn't stay You lose me to the depth and breadth On the bottom of that glass jar. and height I said to myself, "She's gone too far!" My mind can reach when feeling out of All period we pondered and worried Student F: knowledge About why thoselittle moth balls scurried For the volume of a gas at STP. Perfection You lose me at the formula of every Up and down in the water problem's Reaching perfection can be used as a Most simple calculation involving the simile. Just as the hyperbola can never General Gas Law. Student D: reach its asymptotes, so can people You lose me rapidly, as I strive for never reach the asymptote of perfec- molar volume, Can You See? tion. But even though one can never You lose me quickly asI turn to reach the axes of perfection, onecan Did you see the bubbles riie? Boyle's Law; come so near to it that the difference is You lose me at the mention of pres- Or even more to your surprise, negligible. Therefore, if you cannot Did you note the time involved SUM reachperfection,thereareno Whether they be partial, barometric, or As your sugar cube dissolved? asymptotes restraining you from being standard. your best. You lose me with data I cannot plot Are you aware of what is there With my tired brain you lose me When HC1 and foil become a pair? with the volumes, Did you see the foil burn? Strange, Laws and properties of all thy gases! But that, too, was a chemical change. And if God so choose, Student G: You shall but lose me even till my Student E: death. The Unknown World of the Lab Chemistry Student B: First attempt: As I clumsily stumbled into a world Chemistryisnot just a course in of the unknown, I became exceedingly school. Chemistry baffled. There was beforeme the vast It distinguishes you from many a fool, extent of the laboratory which I had You got to think and you've got to Aiding you as you endure never known. The excitement was It helps your mind to mature. read, within me and I stared at strangegas And you have to have everything you jets and rocking balances. After fum- need, bling with the lock onmy desk, I And you've got to remember all you carefully pulled out the containers and see noted an abundance of strange glass Just to do good in chemistry. **Imagination objects. Not only that, but pieces of red and blue paper andan empty tin Two weeks later: can were there to increase my sense of requires exercise wonder. Suddenly, the labwas bustling Chemicals with activity and studentsas confused as I were trying to perform their first Chemicals are wonderful things. just as experiment with professional abandon. They can be used to clean bathtub Solutions reacted andwe recorded rings, musclesdo.** observations,butasweleftthe To clear the drain, atmosphere of jingling glass and odd To make it rain, smells, our thoughtswere mixed as to And to produce cellophane. what we had learned.

50 Demonstrate with an Overhead ProjectionAir Table

JOE P. MEYER

Oak Park and River Forest High School Oak Park, Illinois

Frictionlessairtracks,troughs,pressed air, a vacuum cleaner, or even aprojectiles and a pendulum whose period tables and other like pieces of laboratoryhair dryer is used to supply air for thecan be shown todepend on gravity as equipment are making a positive impacttable. No permanent modification of thewell as length are among the demon- on the science classroom.Not only areprojector is necessary, so the air table and strations possible with the tilted air table. these devices valuable teaching aids forother teaching aids can be used alter- Polarizingfiltersplacedatright the science student, but they generatenately. angles above and below the table surface much enthusiasm among allstudents. Many of the ideas of modern physi-willnearly darken the screen. Pucks Crowds gather anytime one of thesecal science must be taught in the highcoated with cellophane rotate polarized science playthings is in use. Surely someschool laboratory without the use oflight and are seen on the screen as patches of today's science enrollment can beelaborate and expensive equipment. Theand streaks of multicolored light. This attributed, to the curiosity and interestprojection air table is a handy tool for theeffect is useful in the demonstration of developed by the fascinating toys of thedescriptiveapproximationof manyBrownian motion, with stroboscopic pho- laboratory, and the frictionless devicesatomic and nuclear devices. Rutherfordtography and other applications where are a welcome addition to thiscollection.scattering, mass spectroscopy and particle light reversal is of value. The purpose of the overhead pro-motion can be effectively simulated for The center of the projection air jection air table is the qualitative demon-an entire class with this teachingaid. table can be equipped with a removable stration of physical phenomena. The pro- The typical high school class devotespin to accommodate large rotating discs. jection air table is best used to stimulatemuch time, talk, and chalk to the discus-These discs will spin for a long period of student interest, desire, and investigativesion of gases. Magnetic pucks on thetime with no appreciable loss of speed. curiosity about scientific ideas. Studentsprojection air table will show the randomThis is useful in demonstrating rotational should be motivated to avail themselvesmotions and elastic collisions of a validmotion, simple harmonic motion, and of the more sophisticated measuring in-two dimensional gas. This method can be angularmomentum.Discsmaybe struments in the science laboratory. usedtoshowBrownianmotion,equipped with coils, magnets, or coated The projection air table is used withdiffusion, and gaseous equilibrium. TheStyrofoam balls to make demonstration an overhead projector toshow frictionlesstwo dimensional gasisalso useful inelectric and electrostatic motois. A very motion on the screen. It is a piece ofdeveloping the gas laws. colorful effect is obtained by coupling Plexiglas®with many holes in the top. Probably the most dramatic effect ispolarizingfilterswith a rotating disc Air is forced through these holes to giveobserved when the table is used in a tiltedcoated with layers of cellophane. the box a frictionless surface. Coin-sizedposition. This gives the student a visual I became interested in projection air pucks of colored Plexiglas0can be usedpicture of a diluted gravitational system. tables more for my own amusement than on this surface to demonstrate manyThe degree oftiltisthedegree offorthe eventual student amazement. Drilling the small holes, cutting and bond- scientificprinciples.Laboratory com-dilution. Moon-like motions, slow motion 51 I'i

ing Plexiglas 0,and finding a suitable air supply were among the obstacles that had to be overcome. I received much help from our school's industrial arts department in solving these and other problems. Building the tables is a continuing project, and each new table has some improvement over the previous models. As a participant in the Illinois State Physics Project N.S.F. summer institute at De Paul University, I was given the opportunity to demonstrate one of my projection air tables for the other teacher partic:pants. The device was warmly received, and many of the other teachers wanted totaketables back to their classes. Realizing that Plexiglas° cutting and bonding was the most difficult phase in table construction, I devised a simpli- fied version that featured a wood frame. Only screws, nuts, and bolts were required for the assembly. More than thirty tables were built at a cost of about five dollars each. A drill press was the only large shop equipment needed for the construction of Ws air table. I have since added and deleted from the plan, but the table can still be built with relative ease. Most schools have drill presses available, and industrial arts departments are usually quite eager to be of assistance. The six to eight hours of construction time is a small price to pay for a very versatile teaching aid. Plexiglas°can be purchased from a plastic supplier, or often may be obtained throughaglass company. The other materials should be available at any hard- ware store. Hobby or craft shops are the most probable suppliers of small drill bits needed to make holes for the table top. Theonlydifficultoperationin building the projection air table is drilling the small holes in the table top. The holes should be spaced at intervals of one centimeter to form a grid no larger than '0 inches square. Most overhead projectors are capable of projecting a full 10 x 10 inch area on the projector stage, but this Figure1. Construction of an Overhead Projection Air Table-Basic Mateeils (Numbers innarrows to only about 8 x 8 inches above parentheses refer to designations in Figur 1) the projector at the location of the air a.Top (11 101/2-inch-squareacrylicplasticd. Gasket (2) 3/16 x 3/4-inch weather stripping table surface. The very small drill bits are PlexiglasW, thickness 3/8 inch. 2 are required. not capable of drilling the full 3/8 inch b. Bottom (4)101/2 -inch-square acrylic plastice. Filter Tray (5) 1/2-inch aluminum shelf track Plexiglasq thickness Y4 inch. 3 feet are required. (See Figure 5) through Plexiglas °, sotwo drillings are c. Frame (3) 1 x 2-inch clear white pine - length f. Fasteners machinescrews:No.10-24 requiredto r 3duce theholes.(See varies depending on the type of joints used. (3-inch), 8 required Figure 2) The first hole is larger and Number 8 wood screws (11/2-inch) are used to Wing nuts: No: 10-24, 8 required clears away most of the material, while secure corners. (See Figure 5) washers: 3/16-inch, 10 required the second hole removes little material

52 and determines the hole size. The edge of the top and all other framing parts are drilled with %-inch holes, two to a side. Machine screws through these holes are requiredtoassemblethetable. Plexiglas0 should be drilled at maximum 9 drill press speed with the protective paper covering removed. The adhesive on this covering causes bits to gum and eventually break. A paper punch works quite well toplace holes in rubber gasket material. Machine screw and wing nut fasteners are used so the table canbe taken aparttofacilitate cleaning the inside 2o surfaces. The holes can be cleaned with a W ""'41 *407, fine wire. Simple butt joints, glue, and wood screws can be used to join the frame members, or some exotic type of wood joinery may be attempted. The half lap joint shown in the drawing works well and is airtight without glue.

Leveling Legs te and Bumper Cushions

imam. Leveling legs(seeFigure3) are required if level table demonstrations are edge of to be used. Pucks will slide to the 3 4 an unleveled table. Twoof the legs should be placed on the side nearest the screen, I and the other leg is centered on the opposite side. Blocks of wood can be placed under the single leg to do the tilted table demonstrations. Two types of bumper or cushion can be used on the surface of the table.(See Figure 4) A pin can be placed at each corner of the grid, and arubber band stretched over them to form a bumper. If magnetic pucks are to be used, it is often convenient to build a simple wood frame and fasten magnetic stripping or magne- tized refrigerator door gasket to it. This 5 6 material is also used to form barriers and Figure 2. Drilling Holes in Table Top. a. The first of two drillings uses a1/16-inch bit to remove all walls on the table for gas demonstrations.but the last quarte: of the material. b. The final hole is drilled through thefirst hole with a No. 75 (Figure 13) or No. 80 drill bit. Ruler and dime are shown forsize comparison. The tray for polarizing filters is aFigure 3. Fourinch eye bolts are used for leveling legs on the table frame.Electrical conduit section of adjustable shelf track that hasclamps are used to secure plastic cylinders which have been drilled and tapped toaccomodate the been notched and bent to cover threeeye bolts. Acorn nuts are used on the ends of the eye bolts. sides of the table. (See Figure 5) TheFigure 4. Rubber band bumper held by four corner pins placedjust outside the table grid. The rod. They have threads cut to fit polarizing material should be sandwichedpins shown here are cut from sections of 1/8-inch brass brazing the holes; however, straight pins can be held in place with airplaneglue. with glass, acetate, or Plexiglas to pro- tect it from scratches. The uppeipolari-Figure 5. A corner of the assembled table showing the tray for polarizing filters. zing filter must be attached to the headFigure 6. Coin-sized pucks of coloredPlexiglaselordear pucks coated with colored acetate) are of the projector. The design of this filterused on the air table. The center drill bit of a conventional holesaw is removed to cut thediscs. holder depends on the type of projectorCeramic magnets (shown here) or coated styrofoam balls may be glued to the top of the pucks. 53 supply turned off. A short burst of air will cause them to separate, and their positions can be tsed to discuss their relativemomenta. Pucks of differing masses can be used to collide with sta- tionary pucks. The motion of the striking puck can be used to illustrate that both momentum and kinetic energy are conserved in an elastic collision. A simple gravitometer may be built to accompany the tilted table demonstrations. A massive puck can be suspended from the top of the tilted table by a soft spring. The extension of the spring is a *by% 104, measure of the relative gravitational field. Projectile motion can be demonstra- tiF ted on the tilted table by tapping pucks diagonally upward from the lower comer of the tat. '.... The puck follows the path of a smooth parabola. The polarizing filters can be used here if stroboscopic photo- Figure 7. The completed overhead projection air table. A 1-inch plastic pipe connector is thc air graphy is desired. inlet valve. This valve shoufAi be centered on one side of the table. Rutherford scattering can be demonstrated with the tilted table and magnetic used. The Vu-Graph (Bess ler Co.) andcoping saw. The rough edges can bepucks. A small magnet is placed on a other projectors with cylindricallensremoved with sandpaper or a fine metal Plexiglas plate just above the surface barrels are easily adapted to filter attach- of the table. As pucks are 'dropped' ments. A hollow section of plastic electri- toward this magnet, they will deflect due cal conduit will slide over the lens, and tomagneticrepulsion.Dropping the the polarizing material is fastened to thisDemonstrations pucks from different parts of the table conduit. This will allow the filter to be will vary the degree of deflection. removed easily, and it can be rotated to Many demonstrations involving the Mass spectroscopy is very important adjust the light transmission. conservation of momentum in a collisionin the development of the CHEM Study Large rotating discs and irregularcan be accomplished in addition to theprogram. It can be shown with the same shaped pucks (see Figure 8) can be cutone illustrated Two magnetic pucks canarrangement as the Rutherford scattering, on a jigsaw, band saw, or by hand with abe placed close together with the airwith the magnetic poles reversed. The

** I became interestedin projection air tables more for my own amusement

than for the eventual student amazement.**

54 Figure 8. An irregular-shaped puck is used on the air table to demonstrate the center of mass. Several pins are located at points on the top of this puck - one of these pins should be at the center of mass. As the puck is pushed by any pin other than the center of mass pin it will undergobothrotationalandtranslational motion. If the force is applied to the center of mass pin, the puck will not rotate. If the puck isgiven a :Dinning motion, the center oi rotation will be the center of mass pin.

Figure 9. Light-dark reversal is shown on the screen if a polarizing filter is placed below the projection air table, and another filter is located on the projector head. Acetate-coated pucks willrotatethe polarizedlight and give a colorful effect.

Figure 10. Magnetic pucks coupled with sides of magnetic tape or refrigerator stripping allow theprojectionairtableto beusedto demonstrate a two-dimensional gas. Here the center of mass puck iF shown as a 'dust particle' in the demonstration of Brownian motion. This takes on more meaning if polarizing filters are used the random motions of the large puck will be the only visible spot on the screen.

Figure 11. A slow-motion pendulum can be demonstrated on a tilted projection air table. The period of a pendulum is dependent on both the length and gravitational attraction. The projection air table allows for the varying of both length and gravity. Demonstrations with low gravity are a very important and impressive feature of the overhead projection air table.

mass of the pucks, rather thandropping position, should be used to develop this idea.

Acknowledgements

I wish to thank Eugene Aimone, Jii Kendall, Byron Urbanick and Bill Warren of the industrial arts departments of Oak Park and RiverForest,Illinois,high school. Their mechanical help and technical assistance was of great value.

Credit goes to Mark Williams, a junior technical drawing student in Mr. ; Urbanick's class, for the drawing of the j11! I P111.1 projection air table.

"gas molecule" pucks to demonstrate Figure 12. A magnetic barrier can be used with the The photography is by the author. A diffusion. If several pucks of two different masses are placed on oneside of the barrier, the student can observe the lighter pucksclearing the barrier at a faster rate. An equilibrium may becanon FTQL was Itsed for all pictures. demonstrated if pucks of different colors are placed on the table andallowed to move back andThe closeup p!i,graphy required the forth. use of the Canon bellowscope, a 100mm telephoto lens, and Kodak Tri-X film.

55 Developmentofa "Teacher Aidesfor Science"Program

GILBERT R. TURP1N

Madison ConsolidatedScher) ls Madison, Indiana

school science teachers, whowould be curriculumown observations,ask his own questions, The elementary science object-matter specialists, to serve as con- for manyperform his own experiments,and draw has been in a state of neglect sultants in their subject areas inthe years. It has bornethe brunt of criticismhis own conclusions. Scienceactivities thewere designedfor teacher convenience.elementary buildings. from many sources. Until Tecently, problems For example, the teacher wouldoutline This approach solved the critics have not had much tooffer for materials and the chapter on the blackboard,and theof access to augmentable immediate improvement of thesituation. the ele- children would copy the outlineintoprovided a change of pace for The Teacher Aides for ScienceProgram of the their notebooks. Everything was neatandmentary children. But the presence has been developed to helpprovide more consultants was, of necessity, tooinfre- learning resources for theelementaryorderly; there were no messes to clean up, of the ele- and the children had excellent practiceinquent. And, because many science teacher.It has grown from a eithercon- also did quitementaryteacherslacked simple beginning into anexciting andwriting and outlining. They equipment or well on tests for knowledgeacquisitionfidence in the use of the effective means for improvingthe ele- their in- but had extreme difficulty inthe higherthe necessary knowledge for rnentary science curriculum. classroom, neither levels of cognitive learning. corporation into the This project developed from a series the consultants nor theequipment were of informal discussions betweenelemen- Several elementary teachers volun- teered to attempt to breakwith thisused effectively. tary teachers and the sciencecoordinator school approach and develop a programthat For a period of time the high concerningthepresentelementary students were asked to use theirfree elementary teach-would allow more participation fortheir science piogram. These periodstodevotemoretimein desire for more science forchildren. To supplement thestudent in- ers indicated i; instructing the elementaryteachers in the frustrated byvestigations,thesciencecoordinator their children. They were operation of the equipment.This arrange- lack ofsuggested borrowing such materials as lack of background preparation, ment did not provesuccessful since few confidence in teaching science,and lackmicroscopes, balances, metric weights, of the elementary. teachershad released implement theand relief maps, from the highschool of materials necessary to time for this type of instruction.Instead science text marerials whichemphasizedlaboratories, since many of these items were not in continuous use.Arrange-of the high school studentsteaching inquiry and student investigation. elementary teachers, the enthusiastichigh Further analysis of the programin-ments were made for high schoolstudents materials from theschool student now beganto work dicated that science instruction waspri-to transport selected buildings.directly with the children andthe ele- marily aimed toward acquisitionof know-high school to the elementary Students who had demonstrated interestmentary teacher providedsupervision. ledge with very little opportunity pro- This was like lighting afirecracker; vided for feeding children'snatural curio-and enthusiasm for science were selected to provide this transportationservice.the student "toters" providedthe spark sity about the worldaround them. There exploded Arrangements were also provided for highand the elementary children was no provisionfor the child to make his

56 with excitement about science. There wasoutlines the program and the responsibil-when they will be available for instruc- no uncertainty about rapport.It wasities of the student teacher aide, explainstion. imatediate and effective. This had beenwhy he has been selected for the pro- In September, the science coordina- the problem in communication not agram, and mentions some of the expecta-tor meets with the elementary teachers at breakdown in communication but rathertions for his future and the future of thethe builds to be served. (Ten elementary a lack of communication. The teacherteacher aide program. Emphasis is madebuildings are scattered over a large area, and the elementary children had not beenboth to the parent and to all personneland four can be reached easily.) After a usingthesame language! When theinvolved in the program that the teacherschedule is arranged with these teachers, "toter" began instruction, one could fc:.elaide is not responsible for the elementarythe teacher aides meet with their respec- the excitement; these elementary childrenclassroom but is serving as an invaluabletive teachers. The elementary teacher and literallytingled with interest and en-assistant in the teaching of science. the teacher aide establish a tentative time thusiasm for science. And-so began the At present, teacher aides are seectedschedule, decide what topics are to be Teacher Aides for Science Program. from various groups: student laboratoiytaught, and approximately how much In its first year the pilot programassistants, science club members, studentstime is to be spent in each area. The allowedexperimentationwithmanywho are enrolled in advanced biology, orteacher aides then return to the high innovations. The student teacher aidesthose who have completed a three yearschool to begin their preparation. During moved from the role of technical assis-science program. They must have main-a week of scheduled meetings, the science tants in the operation of the equipmenttained a B average in their science coursescoordinator works closelywith each to the presentation of background infor-and have a 2.5 cumulative grade averageteacher aide, first acclimating them to the mation prior to a laboratory exercise, to(on a 4.0 scale) in all subjects. They mustelementaryprogram,thenproviding demonstrationsof fundamentalbe interested in participating in this pro-copiesof theteachertext,resource principles, to post-laboratory discussions,gram and they must have a free periodmaterials, and ideas for instruction. For to collection of specimens for dissection,during the school day. example, when to schedule a field trip, and so on. The science teacher aides were The sciencecoordinator contactswhom to contact for a walking tour, given as much latitude as possible so as tostudents in the spring, explains the pro-where the various pieces of apparatus are establish guidelines for continued opera-gram,andhasthemcompleteakept, and so on. The elementary teacher tion of this program. questionwire concerning their interest inand the science coordinator then assist Initially,thesciencecoordinatorthis program. By making use of thethe student teacher aide in developing transported the students between build-questionnaire,gradepointaverage,lesson plans for each six-week period. ings. Transportation now became a pro-science grades, personal interviews withApproximately one period per week is blem since the students were assignedpotentialteacheraides,andspent in plan development leaving four during their free periods, which did notrecommendationsfromteachers whodays per week for actual instruction. coincide with those of the science coor-have had contact with these students, Never has the feeling developed that dinator. This has been solved by securingselection is completed. When these stu-these high school students are in charge permission from the parents of the stu-dents return to school in the fall, theirof the elementary classroom science pro- dent teacher aides. The permission formschedules are examined to determinegram. And yet, if the teacher aide has

** Thiswaslike lighting a firecracker.

The student "toters" provided the spark

and the elementary children

exploded with excitement about science.**

57 been late for his appointment or has not This program is in its third year ofdidn't realize that teaching could be fun; madek. rbr arrangementsfor absence,successful operatior. The response fromthis experience has been challenging but interest has waned considerably. Oneteachers, students, parents, and super-alsoenjoyable."Fromthesuperin- student, who had been doing an excellentvisory personnel has been tremendous.tendent:"...an excellent program, not job, was absent for several weeks due toAn initial program that started with threeonly of immense value to our elementary illness. The teacher commented that herhigh school students and five elementarychildren but to our total program." classroom just didn't seem to have quiteteachers will involve more than thirty the usual enthusiasm for school until thehigh school students and twenty-five ele- The full value of this program may teacher aide returned! mentary classrooms this year. Other sub-never be fully measured. Certainly there ject-mattersupervisors have expressedhas been an increase in the interest of Numerous evaluative sessions wereinterest in the program and contemplateboth the elementary children and of these held during the first year with the teacheruse of student assistants in their elemen-future teachers. The elementary teachers aides, elementary teachers and principals,tary programs next year. have shown renewed interest and enthu- and the science coordinator. From these The contributions of this programsiasm. The teacher aide program has made discussions, attempts have been made tohave been many and varied. Typicala difference in the elementary teachers' improve the program. The group devel-comments from elementary teachers in-and administrators' approach to elemen- oped a code of behavior for these futureclude: "Science is not one of my strongtary science; they are beginning to see the teachers,"Be-AttitudesforTeacherareas and Mr. Waller has been able toneed for complete revision of their pre- Aides" (Be prepared, Be enthusiastic, Bemotivate the children much more ablysent elementary science curriculum to prompt, Be ethical, Be cooperative.) Athan I could"; "Mr. Anderson was ex-provide a child-oriented program. The more coordinated program among thetremely well-organized and his knowledge small degree of success being enjoyed various elementary buildings will provideand enthusiasmfor science made hiswiththeteacheraideprogramwffi for more efficient use of the supple-lessons interesting and challenging for the certainly have far reaching effects on the mentary equipment and materials. children." From a high school student: "I total program for many years to come.

.0,