We experimentally attempted image analysis of several subjects by the method of semantic differential, in order to clarify the images of the subject of science. Subjects of this examination are the students of the department of education. As the results of this investion, we have extracted five image factors of subjects by the method of semantic differential. These five factors are labeled as favor factor, difficulty factor, exactness factor, domain factor and activity factor. Furthermore, we have obtained scores about each factor which are related to each subject. And by scores about each subject, we believe that we have elucidated the images of the subject of science in contrast with the other subjects.

We undertook the study of elucidating the factors affecting the liking and dislike of science. For this purpose, we experimentally attempted several analyses of factors affecting the liking and dislike of subjects. Firstly, we asked subjects -the students of the department of education -leading causes of liking or dislike of science in the form of a treatise. Secondly, we asked them 10 items ci the external factors related to liking and dislike of subjects including science. Lastly, we investigated relations between criterion variable y and predictor variables a, b, c, d, where criterion variable y is a degree of favor in the present and predictor variables a, b, c and d are degrees of favor, comprehension, teachers' influence and commendation in the past, respectively. As the result of investigation, we have obtained several significant results. In particular, from the third examination, we have obtained that main factor related to criterion variable y is predictor variable a, and predictor variables b,c, d are not directly related to Y, but b, c and d are indirectly related toy. Predictor variable b is indirectly related toy through a, so that we name b first degree activation variable. Predict or variables c and d are complexly related to a, b and d or c, so that they are related toy. Therefore, c and d are named second degree activation variables. And bes ides, we have obtained that a is particularly related to b in such subjects as part 1 of science and mathematics giving the image of “difficulty".

When saturated lime water react with carbon dioxide, the calcium carbonate does not create sometimes. The cause, if it is used hydrochloric acid under 6 mol/l , is due to acid-contamination d apparatus, because hydrogen chloride mixed in the carbon dioxide is a very small amount. We know, when our exhalation pass through excessively in saturated lime water that include the precipitation of calcium carbonate, sometimes the precipitation is not completely soluble, and the lime water does not become transparent. The explanation of the phenomenon that is based on the experimental results, is as follows. In fig. 2, curve-c shows the maximum concentration of carbonic acid that is created by passing through author's exhalation in deionized water, and the maximum differs slightly according to each exhalation. In fig. 2, line-d shows the concentration ci carbonic acid that is equivelent to the maximum of created calcium carbonate in the lime water, and the solubility of calcium hydroxide decides the value. The curve-c intersects the line-d at ordinary temperature. So that, even if all conditions are very suitable, it depend on the temperature of lime water, which the calcium carbonate is either soluble completely or not soluble. For some unsuitable conditions, if the concentration is not equivelent to the precipitation, it is not soluble completely, too. In a case like that, the lime water will continue slight turbidity, in spite ci passing our exhalation through the lime water for long time. At same conditions as experiment of elementary school, pure carbon dioxide which flow rate was 15土1.7ml/sec, was passed through deionized water. At a state of directly after the passing, the experimental values of the created carbonic acid that was measured and calculated at 25℃.were as Table 4, that is the pH: 3.92, Conductivity: 49.6×10-6 u/cm, Degree of dissociation: l.86×10-3,Concentration : 6.48×10-2 mol/l and Dissociation constant : 2.23×10-7

It is necessary to lecture on the history of science for undergraduates of Teacher's College, since the history of science seems to play an important role in school science. From this point of view, author has in views that undergraduates understand the development of scientific thinking in scientists through learning the history of science. " A Travel Discription " of Masumi Sugae (1754~1829) and "Reise nach dem Hofe des Sjogun im Jahre 1826 " of F. F. Siebold are chosen for teaching materials. In the class work present author compared both literatures with each other and undergraduates obtain the following results ; Sugae and Siebold paied their attentions to same natural phenomena and described observation data with same consciousness. Up to date Sugae has not been acknowledged as a scientist in the field of science history, and Siebold greatly appreciated as a contributor to the development of mordern science in Japan. In the field of history of science, studies on the man and work done by Sugae, native scientist, is dispensable. Undergraduates may learn the development of scientific thinking through the recognition and the evaluation of the works not only by famous and acknowledged scientists but by ignored scientists.

Many kind of rotatable tools such as windmill, lever, beam balance and axle are adopted for teaching tools in the elementary school in Japan. Children study the condition of balance on lever, beam balance and axel, and observe the rotation of windmill and axel. According to the authors' investigation on children's understanding about these phenomena, they could answer correctly to the questions concerning to balance of levers and balances with straight beam but they could not for 'yajirobee' , one of balances with bended arms. It is clear from these results that children have the conception of moment arm to a slight degree. To make better such a situation, the authors designed new tools on which the moment arm can easily be find and be measured for any balances with complicatedly bended arms. Through the guidance of the conception of moment arm using newly designed tools, children's understandings on the balance of forces became very much better. As the balance of forces and the rotation of objects can be understood under the common physical concept viz. moments of forcesin or not in equilibrium, the authors gave simple theoretical results for the rotation of windmill and shew how the shape of wing and length of arm affect on the angular velocity and on the wind up power of the windmill and also shew how moment of wind pressure acts on the windmill. A device is also made to measure the angular velocity of windmill. The experiment al results using this device shew good agreement with theoretical results. The guidance of windmill using this device also produced good results.