School Science Review 1999 - 2000: Vol 81 Index

3 Pages·0.72 MB·English

Index to Volume 81
Subject index computer as oscilloscope, (294), 116 Greek children’s alternative conceptions
concept maps, (296), 41 on weather and climate, (294), 55
conceptions about Earth and gravity, growth of seedlings, (295), 113
A critique of the QCA specimen scheme (296), 99 halogens, (296), 112
of work for key stage 3 science, conceptions — weather, (924), 55 health and safety issues, (296), 37
(297), 29 Confronting problems presented by Heavy halogens, (296), 112
A practical coffee-jar model of photosynthesis, (297), 69 Hillier, Douglas Vernum, (295), 105
industrial fermentation, (294), 103 coulometry, (294), 95 homework, (294), 27
A robotically controlled web camera, Current and p.d. characteristics human organ system, (297), 65
(297), 111 displayed on an oscilloscope, (297), Huxley, Aldous, (294), 85
A simple method for measuring 112 Hydrogen-bonding problems, (296).
seedling growth, (295), 113 curriculum change, (297), 15 117
A water model for teaching about global curriculum development, (294), 19
warming, (294), 123 Curriculum 2000 and beyond, (295), ICT, (295), 49; (297), 57
acids and alkalis, (297), 89 12: (296), 12 ICT in science: problems, possibilities
acid-base indicators, (295), 117 .. and principles?, (297), 57
Aldous Huxley and science education, datalogging, (295), 128; (297), 118 Ideas about ionisation energy: a
(294), 85 daughter products, (294), 124 diagnostic instrument , (295), 97
amino acid, (296), 119 Detecting radon daughter products in Implications of students’ questions for
Anyone for bingo?, (295), 119 school using a balloon, (294), 124 science teaching, (294), 49
Are atoms and molecules too difficult detergent, (297), 99 indicators, (295), 117
for primary children?, (295), 87 Developing a sixth-form science inheritance, (296), 69
ASE website, (297), 35 newspaper, (295), 111 Integrating multimedia into science
astronomy, (295), 63; (296), 125 electric cells, (297), 103 teaching: barriers and benefits, (295),
astrophysics, (295). 63 electric charge, (294), 95 49
Bernard Courtois - chemistry and kelp, electric circuits, (295), 126 intermolecular hydrogen bonding,
(294), 89 Electric drama to improve understand- (296), 117
Beyond 2000, (296), 12 ing in science, (294), 35 internet, (294), 61; (297), 35
biology A-level, (297), 101 electromagnetism, (297), 122 Introducing SciShop — a resource bank
biotechnology, (297), 77 elements, compounds and mixtures, for key stage 3 science, (297), 35
Bubbles in fizzy drinks, (295), 124 (296). 47 Investigation of the zoom lens, (294),
butterflies. (294), 61 Emergence and application of 118
philosophy of chemistry in chemistry investigations, (294), 19
Carbon monoxide — a microscale education, (297), 85 iodine, (294), 89
approach, (296), 116 English as a second language, (295), 79 ionisation energy, (295), 97
carbon monoxide detection, (296), 116 English literature, science education, Is it a Weak acid or a weakly acidic
carbon-60), (295), 37 (294), 9 solution?, (297), 89
Cell and school activities - a useful enzymes, (294), 114: (297), 105 Island: a novel, (294), 85
analogy, (296), 111 Evaluating students’ understanding of isoelectric point, (296), 119
Changing science teachers’ work: a chemical bonding, (294), 75 isomer, (297), 104
question of professionalism, (297), fermentation, (294), 103 Jones, John Goronwy, (295), 105
15 field work, (294), 107
Chanter, Edward Walton, (294), 101; fizzy drinks, (295), 124 key stage 3, (295), 79
(296), 17 Fullerene and nanotube chemistry: an chemistry, (294), 111
characteristics, current and pd, (297), update, (295), 37; (296), 15 schemes of work, (297), 23, 29
112 science, (294), 13; (297), 35, 45
chemical bonding, (294), 75 games, (295), 119 key stage 4, (295), 119
chemical formulae, (294), 111 gas bubbles, (295), 124 physics, (294), 116
chemistry demonstrations, (294), 71 gender inclusivity, (296), 85 science, (294), 13; (297), 13
chemistry education, (297), 85 genetic engineering, (297), 77 language, (295), 79
Chemistry game, (295), 119 genetics, (296), 69 Lead-—acid battery — an investigation
Chemistry School, (295), 49 germination, (295), 113 and recent developments, (297), 103
Chemistry A-level, (296), 85 global warming, (294), 123 Learning by doing — two classroom
children’s images of scientists, (295), GNVQs and the training of science studies of pupils’ preferred ways of
17 teachers, (295), 73 learning science, (294), 27
circuits, paper, (295), 126 gourds, (296), 69 Lenz’s law illustrated using single coils,
cognitive conflict, (294), 43 gravity, (296), 99 (296), 122
colorimeter, (295), 117
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School Science Review, June 2000, 81(297)
Index
light-absorbance meter, (294), 114 professionalism of science teachers, students’ ideas about photosynthesis,
Literacy and secondary science — (297), 15, 23, 29 (297), 69
building on primary experience, pupil-referral units, (295), 55 students’ ideas about biotechnology and
(297), 45 Pupils” understanding of some non- genetic engineering, (297), 77
Logging the eclipse, (295), 128; (297), technical words in science, (295), 79 students’ ideas about stoichiometry,
117 (296), 91
QCA, (297), 23, 29 students” ideas — gravity, (296), 99
magnetic needle, (297), 122
QCA key stage 3 science scheme of students” understanding, (295), 21
Mark-—recapture using a population of
work — a teacher's view, (297), 23 subject knowledge, (295), 67
pupils, (297), 101
questioning, (296), 79 Symmetry in electromagnetism — a new
materials, (296), 61
questioning styles, (294), 49 magnetic needle, (297), 122
microscale chemistry, (295), 16, 122:
questions, (294), 49; (296), 79
(296), 116 teacher training, (295), 67, 73
Microscale chemistry: introducing radioactivity, (294), 124 Teachers’ questions — types and
neutralisation and observing the rate of reaction, (295), 122 significance in science education,
effect of dilution on the rate of a Recognising the social dimension, (296), 79
reaction, (295), 122 (296), 14 Teaching science to pupils with special
middle ear, workings of, (294), 12 Rinse-aid and the starch—iodine needs — health and safety issues,
Model making and displays with empty reaction, (297), 99 (296), 37
pop bottles, (295), 114 robot, (297), 111 teaching strategies, (294), 27, 107;
modelling role-play — electricity, (294), 35 (296), 27,61, 79
biology, (295), 114; (297), 101 Role-playing in astronomy, (296), 125 Teaching with tabards, (297), 65
cell activities, (296), 111 safety, (296), 37 technology, (295), 29
cells, (296), 53 Salters’ curriculum projects and gender The best enzyme experiment ever?
chemistry, (297), 110 inclusivity in science, (296), 85 Probably, (297), 105
global warming, (294), 123 science education and social responsi- The Butterfly * Sight’ — using the
human organs, (297), 65 bility, (295), 14 Internet in education, (294), 61
isomers, (297), 104 Science education in Aldous Huxley's The consistency of primary children’s
modern physics, (297), 51 tropical island of Pala, (294), 85 conceptions about the Earth and its
nanotubes, (295), 37 science fiction, (296), 109 gravity, (296), 99
National Curriculum, (294), 13; (296), Science has its own values, (296), 15 The history and some applications of
27 Science in schools: time to pause for coulometry, (294), 95
neutralisation, (295), 122 thought?, (295), 21 The isoelectric point of an amino acid,
newspaper, (295), 111 science in society, (296), 85 (296), 119
Science in the new millennium, (296), The state we're in: issues in key stage 3
On problem situations and science 17 and 4 science, (294), 13
learning, (294), 43 Science provision in pupil-referral The use of modelling for improving
optics, (294), 118 units, (295), 55 pupils’ learning about cells, (296), 53
Ornamental gourds help thinking about SciShop, (297), 35 Thomas Young's double-slit
genetics, (296), 69 Science: the third core subject. (297). experiment, (296), 123
oscilloscope, (294), 116; (297), 112 13 Thunder and lightning: a lecture-
Othen, Clifford Warne. (295), 105 Secondary school students’ difficulties demonstration for all ages, (294), 71
with stoichiometry, (296), 91 tin oxides, (294), 109
particulate nature of matter, (295), 87 Secondary science teaching under the Total eclipse of the Sun: measurements
Personalised outdoor biology teaching, National Curriculum, (296), 27 of the variation in intensity and
(294), 107 Selecting acid-base indicators, (295), temperature, (297), 117
pH, (297), 89 117 Toys for the boys whilst the girls learn
philosophy of chemistry, (297), 85 Shopping with symbols, (294), 111 science and technology, (295), 29
phosphatase, (297), 105 Short-circuit electric-circuit making Two simple models to aid the under-
photosynthesis, (297), 69 with paper circuits, (295), 126 standing of mechanisms in organic
physics pre-16, (297), 51 *Sn.O,”: a mixed oxide of tin, (294), chemistry, (297), 110
Pinning down that ‘end-point’: making
109 Understanding physical and chemical
an inexpensive light-absorbance
solar eclipse, (295), 128; (297), 117 change: the role of speculation,
meter, (294), 114 special needs, (295), 55; (296), 37 (296). 61
pop bottles, (295), 114
post-16, (295), 111 Stable states, (297), 104 Using a computer as an oscilloscope,
Star Wars biology: why are Wookies so (294), 116
potassium nitrate, (294), 89
hairy?, (296), 109 Using concept maps to reveal under-
primary school students, (295), 87:
(296), 99 starch-iodine complex, (297), 99 standing: a two-tier analysis, (296),
stoichiometry, (296), 91 41
problem solving, (294), 43
Student-teachers’ grasp of science
Procedural understanding: its place in values in technology, (295), 29
concepts, (295), 67
the biology curriculum, (294), 19 visual aid, (297), 65
vitamin C, (294), 103
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School Science Review, June 2000, 81(297)
Vokins, Michael, (296), 105 Ellett,C . (295), 114 Rochford, K (294), 107
Eltringham, J. (295), 114 Russell, A. (295), 12
weather, (294), 55
Erduran, S. (297), 85
web camera, (297), 111 Scaife, J. (296), 79
Evans, N. (295), 105
websearch, (294), 140; (295), 141; Schaschke, C. (295), 124
Evans, W. (296). 112
(296), 142; (297), 139 Scott, L. (297), 35
What happened to modern physics?, Faux, D. A. (295), 63 Seddon, K. (294), 61
(297), 51 French, G. M. (295), 117 Severs, P. (295), 16, 122: (297). 110
What ideas do students associate with Shabajee, P. (297), 51
Gibbs, D. F. (294), 12
‘biotechnology’ and ‘genetic Sharif, D. (295), 114
Gibson, F. M. (297), 122
engineering’?, (297), 77 Silk,T .A . G. (294), 101
Gott, R. (294), 19; (295), 21
Who were they? Clifford Warne Othen, Skamp, K. (295), 87
Greenfield, S. (296), 17
Douglas Vernum Hillier, John Skinner, J. C. (296), 116
Guyton, T. (295), 128
Goronwy Jones, (295), 105 Spencer, J. (297), 111
Edward Walton Chanter, 1909-1997, Hadi-Talab, R. (297), 99 Spiropoulou, D. (294), 55
(294), 101; (296), 17 Hadzigeorgiou, Y. (294), 43 Spurgin, C. B. (296), 14
Michael Vokins and Nuffield Hall, E. G. (295), 14 Stanisstreet, M. (297), 77
Advanced Chemistry, (296), 105 Harris, J. (297), 65 Stock, J. T. (294), 95
Richard Wormell, (297), 93 Harris, P. (295), 111 Storey, J. B. (296), 16
Wookies, (296), 109 Henderson, J. (297), 23 Stringer, J. (295), 17
Words or pictures?, (296), 47 Hill,C . (295), 113 Swain, P. A. (294), 89
Work experience for astrophysicists, Hill, P. (297), 77
Taber, K. S. (295), 97
(295), 63 Hughes, D. E. P. (295), 117
Talbot, C. (294), 109; (295), 37; (296),
Wormell, Richard, (297), 93 Hughes, G. (296), 85
15, 117; (297), 103
Hunt, A. (296), 105
Young's double-slit experiment, (296), Tan, K-C. D. (294), 75
123 Jackson, S. (294), 27 Tebbutt, M. (297), 57
Jacovides, C. P. (294), 55 ten Hoor, M. (296), 119
zoom lens, (294), 118
Jenkins, E. W. (297), 15 Thomas, M. (297), 101
Johnson, P. (295), 21 Tomkins, S. P. (296), 69
Author index Kerr, J. (294), 123 Towse, P. (295), 79
Treagust, D. F. (294), 75
Kinchin, I. M. (296), 41, 109: (297), 69
Kostopoulos, D. (294), 55 Tregidgo, D. (296), 53
Abbott, I. (295), 73 Koufetta-Menicou, C. (296), 79 Turner, G. (295), 67
Adey, P. (296), 14
Agar, S. (295), 55 Lazonby, J. (294), 103 van den Berg, D. (295), 126
Anslow, J. (294), 9 Lenton, G. (295), 67 van den Berg, E. (295), 126; (296), 125
Ashley, M. (295), 29 Levinson, R. (297), 99 Webb, L. (296), 99
Auty, G. (294), 118; (296), 122: (297), Lock, R. (295), 114; (297), 65 Wellington, J. (294), 13; (295), 49
112 Longman, C. (295), 55 West, C. (295), 114
Wilmott, C. (295), 119
Baggott, L. (294), 61 Macinnes, I. (297), 122
Wilson,J . (297), 101
Baker, C. (294), 71 MclIntosh, A. D. (297), 117
Barakat, H. (296), 91 McKeon, F. (297), 45 Woolnough, B. E. (294), 27
Basnayake, V. (294), 85 McLaughlin, S. (294), 27 Yip, D-Y. (294), 49
Batts,G . R. (296), 111 Monk, M. (297), 29
Bethell, A. (294), 111 Morrison, I. (296), 99
Betts, B. (294), 103 Mumford, C. (297), 104
Borrows, P. (296), 37 Murdoch, J. (296), 47
BouJaoude, S. (296), 91
Nayek, R. (294), 107
Boyes, E. (297), 77
Nott, M. (294), 13
Braund, M. (294), 35
Nutt, K. (295), 114
Brock, W. (297), 93
Brosnan, T. (296), 61 Osborne, J. (296), 12
Brown, A. (294), 103 Oversby, J. (297), 89
Chamberlain, P. (294), 116 Parkes, V. (294), 114
Cleaves, A. (297), 13 Phillips, J. (297), 65
Cookson, W. (294), 124 Postlethwaite, K. (297), 51
Cooper, P. (297), 105 Potter, J.C. E. (296), 123
Cowley, G. (294), 103 Prophet, B. (295), 79
Donnelly, J. F. (296), 27 Ratcliffe, M. (296), 53
Reynolds, Y. (296), 61
Roberts, R. (294), 19
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