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This syllabus is a collection of earth-space science laboratory activities and demonstrations intended for use at the elementary and junior high school levels. The activities are grouped into eight subject sections: Astronomy, Light, Magnetism, Electricity, Geology, Weather, Sound, and Space. Each section begins with brief background information, including an introduction, vocabulary list, and basic concepts. The activities are presented with objectives, materials, procedures, and, when appropriate, conclusions and suggestions for further activities. Clarifying diagrams of the equipment and material arrangements accompany most activities. This work was prepared under an ESEA Title III contract. (PR)

This syllabus gives a day by day descriptive account of the activities and subjects covered during a two-week in-service program on astronomy, physics, and Florida geology for teachers of grades one through nine. The program for the astronomy and physics was designed to accommodate four levels of instruction: Grades 1 and 2; Grades 3 and 4; Grades 5 and 6; and Grades 7, 8, and 9. A different track for each of these levels was presented so that each teacher could participate with a group most appropriate for his teaching level. Included are the objectives of the program and description of how the program was planned. This work was prepared under an ESEA Title III contract. (PR)

Having the SCAT V and Q percentile scores for 308 of the 504 students enrolled at Maui Community College (Hawaii) in the 1967 fall semester, a statistical test was made to determine whether or not a significant percentage of the students had scored at or below the 50th percentile. By categorizing students according to their areas of study--liberal arts, vocational (including business, building construction, automotive technology, metal and machine technology, apparel design), and unclassified--it was found that in every case the mean percentile Q-score exceeded the V-score by at least 12 percentile points. Moreover it was shown that the students were in need of improvement in verbal skills. No significant differences were found for the vocational students insofar as quantitative skills were concerned. Charts indicating V and Q percentiles comprise the final two pages of the report. (DG)