UNIV. OF ELEMENTS OF GENERAL SCIENCE LABORATORY PROBLEMS NEW EDITION BY OTIS W. CALDWELL DIRECTOR OF THE LINCOLN SCHOOL, AND DIRECTOR IN THE INSTITUte of W. L. EIKENBERRY HEAD OF THE SCIENCE DEPARTMENT, STATE NORMAL SCHOOL AND EARL R. GLENN TEACHER OF PHYSICAL AND GENERAL SCIENCE IN THE LINCOLN SCHOOL ar.. PREFACE The development of courses in general science, and their extensive adoption in high schools, represent the most important change in science-teaching during the past two decades. In teaching this subject high-school teachers have found it more difficult to secure adequate help in their laboratory, demonstration, and field work than has been true in connection with the text material. While the outline for experimental work requires recognition of the variations in methods and materials used in different schools, it must also be sufficiently specific and comprehensive to serve adequately as a guide to the pupils. This manual has been prepared to meet these needs. The following are some of its special features: A preliminary paragraph gives briefly the setting of each problem so that the pupil begins his work with some appreciation of its significance. Diagrams, sketches, or halftones are designed to give suggestions as to setting up apparatus, thus helping to perform the experiment properly, and at the same time stimulating pupils to invent ways of their own for doing things. In case of most of the illustrations no legends are given, since the directions provide all needed suggestions for proper use of the figures. In a few cases legends are added, but usually the pupil will profit most by use of an illustration as a means of experimentation if a detailed explanation of its significance is omitted. Clear statements are made of methods of procedure. Type questions of the kinds which should be discussed in each problem are included. Specific references to text reading are cited in connection with each problem. Definite suggestions are 568769 given for the records which are to be made. Notebooks have often been made too burdensome with endless and sometimes meaningless note writing, whereas brief notes with correct diagrams are better. Occasionally a more extended written report is called for, in order to train the pupil to give a clear and full account of an occurrence. Common materials are used for experimentation, since simple phenomena relating to common problems are likely to be more educative for young pupils than those which are uncommon and complex. The materials needed are listed in each exercise. It is hoped that teachers will encourage pupils to use their own initiative in devising new ways to perform the experiments, as well as in working out additional problems and projects which are suggested. Optional problems and projects provide extra work for pupils who work especially rapidly or who wish to devote added time to the course. THE AUTHORS |