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Selected sources in this bibliography provide guidance to students, parents, and teachers throughout the process of planning, developing, implementing and competing in science fair activities. Sources range in suitability from elementary to high school levels. This guide updates "Library of Congress Science Tracer Bullet" 01-4. More specialized titles are listed in "Space Science Projects" (TB 06-3), "Environmental Science Projects" (TB 97-6), and "Science Projects in Biology" (TB 93-6) [ED371958]. Not intended to be a comprehensive bibliography, this guide is designed--as the name of the series implies--to put the reader "on target."

Space science, or the space sciences, are fields of science that are concerned with the study or utilization of outer space. There are several major fields of space science including astronomy, exobiology, space transport, and space exploration and colonization. In addition, space sciences impact or are related to many other fields, from the biology of organisms in space environments to the geology of other bodies and planets (astrogeology), as well as nuclear physics in interstellar space and inside stars. This bibliography provides information sources which provide guidance to students, parents and teachers throughout the process of planning, developing, implementing and competing in science fair activities related to space science. Sources range in suitability from elementary to secondary school levels. This guide updates "Library of Congress Science Tracer Bullet" 92-7, "Space Science Projects" [ED361190]. Sources in other areas of science and on science fairs themselves are listed in "Science Fair Projects" (TB 01-6), "Environmental Science Projects" (TB 97-6), and "Science Projects in Biology" (TB 93-7). Not intended to be a comprehensive bibliography, this guide is designed--as the name tracer bullet implies--to put the reader "on target."

This bibliography cites sources to assist middle, junior, and senior high school students and teachers in planning, preparing, and executing science fair projects in the environmental sciences. In addition, a few books with experiments suitable for elementary grade students are included. The listing includes: (1) 5 introductory texts; (2) 31 subject headings used by the Library of Congress under which books on environmental science projects can be located; (3) 9 basic texts; (4) 10 specialized titles; (5) 12 classroom experiments and activities in books and pamphlets; (6) 9 classroom experiments and activities in journal articles; (7) 15 handbooks, manuals, and reference tools; (8) 14 bibliographies and project indexes; (9) 7 book/film reviews and "best books" sources; (10) 6 abstracting and indexing services; (11) 20 journals; (12) 8 representative journal articles; (13) 13 selected materials; and (14) 4 additional sources of information. The listing is not intended to be comprehensive. (LZ)

Sources to assist junior and senior high school students and teachers in planning, preparing, and executing science fair projects in the biological science are cited here, as well as a few books with experiments suitable for elementary grade students. (AA)

This document presents sources to assist elementary and secondary school students and teachers in planning, preparing, and executing projects in the space sciences. Bibliographies for the following sections are included: (1) Basic Texts, (2) Specialized Texts, (3) Classroom Experiments and Activities, (4) Background Readings, (5) Related Titles, (6) Handbooks and Encyclopedias, (7) Bibliographies, (8) Book/Film Reviews and "Best Book" Sources, (9) Abstracting and Indexing Services, (10) Representative Journal Articles, (11) Selected Materials, and (12) Additional Sources of information. A list of relevant Library of Congress subject headings is also included. (PR)

The teaching materials listed in this annotated bibliography emphasize an observational and "hands-on" approach to awakening students' interest in their universe. The sources, which are for teachers and students, can be used to create courses, units, or concepts to stimulate learning. Individual and class projects range from instructive visual activities to the construction of telescopes. Selections about the history and mythology of astronomy are included. Sections in this document include the following: (1) Introductions to Astronomy and Field Guides; (2) Topical and Specialized Works; (3) Atlases, Charts, Maps, and Related Guides; (4) Constellation Figures, Mythology, History, Biography; (5) Individual and Class Projects; and (6) Periodicals. (PR)

This bibliography contains information concerning publications of studies and projects which were supported by the Division of Science Information of the National Science Foundation. The first part of the bibliography presents the reports of studies directly produced by NSF. The other part consists of the annotations of the reports which are arranged in chronological order by year of publication. (Author/SA)

Drawn from a recent American Association for the Advancement of Science publication, "An Inventory of Programs in Science for Minority Students: 1960-1975", this directory of science programs and projects for American Indians includes the following: 23 programs specifically designed for Native Americans; 36 programs that specifically include Indians with other minorities; and 84 programs that are intended to apply to all minority groups. Each project or program entered in this inventory is recorded in a standard form which includes: an entry number; location; educational level (elementary, secondary, collegiate, graduate, professional, and post-secondary/non-collegiate); amount of funding; source of funds; number of participants; program title and discipline; minority group involved/targeted (Black, Chicano/Mexican American, Native American/American Indian, Mainland Puerto Rican); program dates; annotation (the amount of information varies); contact person, including address and phone number. (JC)

The document contains a user's manual and three bibliographies pertaining to Montgomery County, Maryland's Gifted Science Project, a program to provide resources to students in grades 3-8 who are motivated in science. A user's manual offers guidelines for using the project's primary product--the Project Resource File, a collection of resources (reproduced on microfiche) to enrich the studies of an individual gifted student. A bibliography on career information highlights recently published materials on science or science-related jobs and/or careers. A project ideas bibliography focuses on published materials individual students can use in completing a science project in such areas as organic chemistry and cellular biology. The third bibliography lists materials for use in developing students' skills in such science processes as laboratory skills, science problem solving, and data collection. Information on entries contained within the three bibliographies include: grade, topic, category, title and source, author, publisher, publication date, price, special instructions (when applicable), and a brief description. (SW)

This bibliography assists junior and senior high school students and teachers in planning, preparing, executing, and evaluating science fair projects. A few books with experiments suitable for elementary grade students are listed. This publication is not intended to be a comprehensive bibliography but is designed to put the reader "on target." Included are introductions to the topic; subject headings under which materials can be located; basic texts; specialized texts; classroom experiments and activities; handbooks and manuals; bibliographies; book/film reviews and "best book" sources; abstracting and indexing services; journals; journal articles; selected materials; and additional sources of information. (YP)

The Learning in Science Project (1979-1981) studied the problems and difficulties of learning science at the 10-14 year old level in New Zealand to provide insights into the world of the science learner and provide an alternative perspective of the science classroom to that currently held by teachers and others. This paper offers practical suggestions on initiating and carrying out classroom interview data collection procedures used in the Learning in Science Project. The suggested do's and dont's of structured interviews, based on experiences in the Project discuss: (1) establishing contact with the teacher, (2) establishing contact with the pupil and (3) interviewing with the Interview-about-Instances method--a procedure for establishing a person's understanding of a particular word or the concept(s) a person associates with a particular word. (PN)

This publication aims to assist elementary and secondary school students and teachers in planning, preparing and executing projects in the space sciences. Sources in other areas of science and on science fairs themselves are listed in "Science Fair Projects" (LC Science Tracer Bullet 88-4). This compilation is not intended to be a comprehensive bibliography, but is designed to put the reader "on target." Categories include: subject headings; basic texts; specialized texts; classroom experiments and activities; background reading; related titles; handbooks and encyclopedias; bibliographies; book/film reviews; abstracting and indexing services; journals; representative journal articles; selected pamphlet materials; and additional sources of information. Each entry has the name of the author, title, publisher, year, call number, and a brief summary. (YP)

This paper offers practical procedures and suggestions on initiating and carrying out naturalistic classroom observation of the type used in the Learning in Science Project in New Zealand (1980). The initiation of the research requires sensitivity and patience. Once in the classroom the overriding aim is to be unobtrusive and to achieve acceptance by pupils at an almost adult-to-adult level. To relate easily to other people at their level, whether they be principal or pupil, to be sensitive to people's actions and reactions, to be able to ask the question in a way which encourages a suitable response, to be able to make the right comment at the right time, and to know when to be jocular and when to be serious must inevitably depend to a large extent on the researcher's personality. The relevance and usefulness of the practical suggestions must therefore depend on the researcher. The authors maintain the view that if science education research is to develop, then researchers must be found in classrooms confronting the real world of the learner. (Author/PN)

The underlying development behind this monograph grew out of a series of 14 panels (20 inches by 28 inches) illustrating the basic linkages between existing industrial arts/technology education activities and mathematics or science principles or societal and environmental impacts. Specifically, each panel contained a full-color photograph of a student-made model of an important technological development. The remainder of the panel contained formulas or principles of mathematics and science or implications for societal and environmental impacts associated with the technological development pictured on the panel. Each of the 14 panels has been photographed and included in this publication along with a brief description of the particular technological development, a series of mathematics and science concepts, principles, and formulas, or in some cases, a series of social and environmental impact statements relative to the project pictured on the panel. Science and mathematics projects focus on the waterwheel, lateen sail, trebuchet (a medieval artillery invention), block and tackle, camera, incandescent lamp, hydraulic elevator, and the Wright brothers' airplane. Social and environmental impacts focus on the telephone, papermaking machine, automobile, undersea turbine, space shuttle, and the first American hydroelectric plant. (JN)

The Invent America program addresses the need to provide K-8 students with opportunities to learn critical and creative thinking skills through the process of inventing. Students apply problem-solving skills as they turn their own creative ideas into inventions. It is an effort to integrate the curriculum, help students synthesize knowledge, and provide hands-on experience in the scientific process. The Invent America! program consists of handbooks for students, teachers and program administrators, which can be used to develop a school/classroom invention program; a catalog of recommended books to supplement the program; national and regional conferences to train educators in techniques to help students develop thinking skills; and inservice programs throughout the country to help schools begin Invent America! programs. This extensive bibliography is broken into grade levels K-3, 4-6, and 7-8 with each level giving general works, educational aids, magazine suggestions, sources of materials on energy, and sources of materials on patents. (MVL)

A science and engineering fair is a competition based on the quality of projects done by students, the results of which are reported through exhibits and oral presentations at the fair. Fairs operate on a step basis. Students who win in small, local fairs, move to a city fair, then to a regional fair, and may be chosen to represent that fair in the International Science and Engineering Fair (ISEF). The finalists whose project abstracts are reported in this book won the honor of presenting their projects at the 39th ISEF in Knoxville, Tennessee, in May 1988 as the result of being chosen the best in 381 affiliated fairs. Abstracts are organized by project categories. These 13 groups are described and include: behavioral and social sciences; biochemistry; botany; chemistry; computer science; earth and space sciences; engineering; environmental sciences; mathematics; medicine and health; microbiology; physics; and zoology. An index is also included of all the finalists. (CW)

A science and engineering fair is a competition based on the quality of projects done by students, the results of which are reported through exhibits and oral presentations at the fair. Fairs operate on a step basis. Students who win in small, local fairs, move to a city fair, then to a regional fair, and may be chosen to represent that fair in the International Science and Engineering Fair (ISEF). The finalists whose project abstracts are reported in this book won the honor of presenting their projects at the 38th ISEF in San Juan, Puerto Rico, in May 1987 as the result of being chosen the best in 360 affiliated fairs. Abstracts are organized by project categories. These 13 groups are described and include: behavioral and social sciences; biochemistry; botany; chemistry; computer science; earth and space sciences; engineering; environmental sciences; mathematics; medicine and health; microbiology; physics; and zoology. An index is also included of all the finalists. (CW)

Designed to serve as a source of ideas for students of all age levels for science fair projects, this publication lists titles of projects by young people who participated in fairs leading to the International Science and Engineering Fair or competed in the Science Talent Search for the Westinghouse Science Scholarship and Award. The titles have been classified by subject matter according to the Library of Congress system of classification. An index provides a listing of the major topic and subtopic areas. Information is also included on how to use this book. (ML)

A science and engineering fair is a competition based on the quality of projects done by students, the results of which are reported through exhibits and oral presentations at the fair. Fairs operate on a step basis. Students who win in small fairs such as a local fair, move to a city fair, then to a regional fair, and may be chosen to represent that fair in the International Science and Engineering Fair (ISEF). The finalists whose project abstracts are reported in this book won the honor of presenting their projects at the 36th ISEF in Shreverport/Bossier City, Louisiana in May, 1985 as the result of being chosen the best in 334 affiliated fairs. Abstracts are organized by project categories. These 13 groups are described and include: behavioral and social sciences; biochemistry; botany; chemistry; computer science; earth and space sciences; engineering; environmental sciences; mathematics; medicine and health; microbiology; physics; and zoology. An index is also included of all the finalists. (ML)

A science and engineering fair is a competition based on the quality of projects done by students, the results of which are reported through exhibits and oral presentations at the fair. Fairs operate on a step basis. Students who win in small fairs such as a local fair, move to a city fair, then to a regional fair, and may be chosen to represent that fair in the International Science and Engineering Fair (ISEF). The finalists whose project abstracts are reported in this book won the honor of presenting their projects at the 34th ISEF in Albuquerque, New Mexico in May, 1983 as the result of being chosen the best in 560 affiliated fairs. Abstracts are organized by project categories. These 12 groups are described and include: behavioral and social sciences; biochemistry; botany; medicine and health; microbiology; zoology; environmental sciences; chemistry; earth and space sciences; engineering; mathematics and computers; and physics. An index is also included of all the finalists. (ML)

A science and engineering fair is a competition based on the quality of projects done by students, the results of which are reported through exhibits and oral presentations at the fair. Fairs operate on a step basis. Students who win in small fairs such as a local fair, move to a city fair, then to a regional fair, and may be chosen to represent that fair in the International Science and Engineering Fair (ISEF). The finalists whose project abstracts are reported in this book won the honor of presenting their projects at the 35th ISEF in Columbus, Ohio, in May, 1983 as the result of being chosen the best in 314 affiliated fairs. Abstracts are organized by project categories. These 12 groups are described and include: behavioral and social sciences; biochemistry; botany; chemistry; earth and space sciences; engineering; environmental sciences; mathematics and computers; medicine and health; microbiology; physics; and zoology. An index is also included of all the finalists. (ML)

A science and engineering fair is a competition based on the quality of projects done by students, the results of which are reported through exhibits and oral presentations at the fair. Fairs operate on a step basis. Students who win in small, local fairs, move to a city fair, then to a regional fair, and may be chosen to represent that fair in the International Science and Engineering Fair (ISEF). The finalists whose project abstracts are reported in this book won the honor of presenting their projects at the 37th ISEF in Fort Worth, Texas, in May 1986 as the result of being chosen the best in 352 affiliated fairs. Abstracts are organized by project categories. These 13 groups are described and include: behavioral and social sciences; biochemistry; botany; chemistry; computer science; earth and space sciences; engineering; environmental sciences; mathematics; medicine and health; microbiology; physics; and zoology. An index is also included of all the finalists. (ML)

This second supplement to the "Science Fair Project Index 1960-1972" indexes science projects and experiments found in books and magazines published from 1981 through 1984. This index is intended for use by students in grade five through high school and by teachers who are involved in creating science fair projects. Emphasis is on actual projects, experiments, and techniques for the display of projects rather than on background information. Almost all areas of science and many areas of technology are covered. This book is arranged alphabetically by subject. The subject headings are derived from "Library of Congress Subject Headings," 9th edition. Under the subject headings, the individual experiment or project entries are arranged alphabetically by title, or in those cases in which an entire book has been indexed, by author. Information in each entry includes: author's last name; title of book or periodical; pages where the experiment can be found; and for periodicals, the volume number, pages, and date. A bibliography is also provided. (ML)

This supplement to the "Science Fair Project Index 1960-1972" indexes science projects and experiments found in books and magazines published from 1973 through 1980. This index is intended for use by students in grade five through high school and by teachers who are involved in creating science fair projects. Emphasis is on actual projects, experiments, and techniques for the display of projects rather than on background information. Almost all areas of science and many areas of technology are covered. This book is arranged alphabetically by subject. The subject headings are derived from "Library of Congress Subject Headings," 8th and 9th editions. Under the subject headings, the individual experiment or project entries are arranged alphabetically by title, or in those cases in which an entire book has been indexed, by author. Information in each entry includes: author's last name; title of book or periodical; pages where the experiment can be found; and for periodicals, the volume number, pages, and date. A bibliography is also provided. (ML)