This is the second, revised and supplementary report of the preceding one, Part I, written by the same author (published in 1968). The author intended to find out an effective way of teaching photosynthesis in the elementary school, 4th grade, by analyzing the results obtained from the experimental study of teaching and questionnaire, collected from 33 classes of 10 schools in Okayama Prefecture. Findings of the study are as follows : 1. It is effective for having pupils interested in; a) the presence of starch in leaves to introduce an idea that starch contained in seed potatoes might be transferred to leaves. b) the relation between starch production and the sunlight to have puplis studying production of starch in the leaves under the sunlight contrasted with leaves in the darkness. 2. It is necessary to have pupils, studying; a) the quantitative change of starch contained within seed potatoes in the process of growth. b) the yield of potatoes newly produced contrasted with seed potatoes. 3. It is effective for detecting the presence of starch in leaves to heat green juice extracted from leaves. 4. Teachings performed by the members of the study group, according to the newly designed tea ching plan, were found very successful.

1. A collecting apparatus of the carbon dioxide in the carbonated drinks on the market such as Cola, Fanta, aerated water and other soft drinks, was devised. Using this apparatus, the carbon dioxide is collected more than 2.5 times by volume of the carbonated drinks. 2. Several pH-indicators reacted on these carbonated drinks. Immediately after the bottle (or can) was opend, the pH of aerated water was measured 4.5, and the value was going on for 6.5 as time passes. The pH of the other soft drinks was between from 2.3 to 2.6, and these values were constant independently of time passing, because these soft drinks resolve a small tartaric acid. 3. The color change of litmus with pH is uncertain, because of a litmus dye is a mixture. Therefore, it is unsuitable to use the litmus solution to carbonic acid, even if the concentration of carbonic acid is the maximum at ordinary temperature, the litmus solution will not change color so clearly, and the litmus paper too.

On the oxidation-reduction reaction, the apparatus has been used a copper net with small meshes. t, these net is not sold on the market, generally. A copper net can be used as substitute for a sted wire of cord, and by using it chemical reaction is very effectively. When the temperature in reaction tube goes up over 350°C, the copper wire react speedily on the oxygen. On such tempera e, when the air pass through the reaction tube, the copper wire is oxidized rapidly. And, when the lrogen gas, city gas or propane gas are passing through the reaction tube, the oxidized copper wire reduced rapidly. In such case, the volume of oxygen combined with the copper wire, can be .ressed as the next equation. In this equation, M represents the mass of the copper wire in the ction tube, 2r represents the diameter of the copper wire and 2.07 x 10-• is the special constant to , experiment. V(20℃, 1 atm.)=2.07・(M/2r)・10-4······(ℓ)

In high School physics, the study of the electric current is programmed on the base of the static electricity, and they are learned in an ordered way. However, a large effect is not expected, because there are many difficult problems. In elementary and secondary schools, the study of the statric electricity is relatively small compered to the electric current. Because of this unbalance, in high school, the study of the static electricity is needed to learning with systematical experiments, which take for learning from qualitative experiment to quantitative experiment. In the text book, however, there are mixed together qualitative and quantitative experiment, and undeveloped apparatus and meter are used for the quantitative experiment. This paper reports the characteristic property of the meter on the quantitative experiment, and we will introduce a few of our trial production of the meter.

When the auther posed some questions about the heat production of the nichrome wire to his students in the faculty of education, against his expectation, only ten to twenty percent of them were able to answer correctly to the problems, notwithstanding they have already learned the contents included in the questions as the 5th grade of their elementary schools. Becoming aware of the university student's shortage of the basic knowledges in science, the auther extended the survey to the student of the elementary, junior and senior high schools with the same questions. The results of the survey showed a tendency that 6th grade children revealed the highest correct answer, about 40%, and the grade in the school progressed, the correct answer decreased. On the basis of these data gained, the auther intends to discuss the following issues. (1) The consistency of the science curriculum from elementary school, to junior high, senior high school. (2) The processes of the science instruction in conformity with the developmental stage. (3) The certainty of the understandings of the scientific knowledges and their systematization. (4) The meaning and philosophy of the experiment in science.

Although it is well recognized in the science education that the safety education should be promoted in the classroom, these educations have had the tendencies to emphasize the technical operations and/or the knowledges about the experimental tools and the chemical substances. The author has the idea that in the safety education the teacher should instruct the student, more than the technical knowledges, the mental attitude to prevent the accident in the real situations. As a step to realize his idea, the author intended to survey the student's consciousness of the safety for the heating manipulation in the experiments, by adopting the hazards drawing which were developed originally by STEP in UK, but pictured by the author for this survey. The students employed in the survey were selected randomly from elementary to senior high schools (3rd to 12th grade). The total number of the students were 1317. The survey was performed with two objectives. One of them was to know how many hazardous points the student could check in the hazards drawing presented and to know by the questionnaire to what extent the student understood the basic knowledges about the heating manipulation. The other was to examine the usefulness of adopting the hazards drawing in the safety education. The findings of the survey were as follows : (1) The employment of the hazards drawing was very useful in instructing the Safety to the student. (2) The number and the kind of the checked points in the hazards drawing increase rapidly from the 5th grade children and there was no difference between male and female. But there were great differences between individual schools. (3) About sixty percent students even in the 10th grade were apt to fire the Bunsen burner dangerously.

Recently, Science Education is becoming to focus Out-door Activities for increasing the children's direct experiences in environment. However, the instructional planing of Out-door Learning, particularly on spatial cognitions, has not enough developed. So, in order to clarify the process of children's spatial cognition in environment, the auther tried 2 experimental field studies in valley (Akigawa-Valley, near ltsukaichi, Tokyo) and the top of mountain (Marudake, Hakone Mountains). In these studies, he let children (5th and 6th grade pupils) draw cognitive maps of the above environment and discussed on grasping spatial patterns. From the analysis of children's maps, he could have the following findings. 1) After walking arround the valley, children could draw maps in which almost all environmetal elements were viewed from overhead, but when looking down the valley from high place, their maps were almost perspective. 2) The children who took overhead view could represent the rate of distance correctly. 3) In the mapping from the top of mountain, most of children drew maps in which almost all elements were viewed downward-obliquely. The place where the children were located was drawn at the center of maps and surrounding land-marks were generally represented in asteroidal figure. 4) The children who were instructed by their teacher so that communicate to their families how surroundings were viewed had much more comments than another children who were instructed simply to "draw the map", and the former children had more correct dispositions of land-marks than the latter children.