Feeling that projects in chemistry could be used effectively to enhance appreciation of chemistry, a project-based course for the first-year sixth formers was developed in 1973 and because of its success another was organized. Projects from both courses are described. (EB)

The goals are to develop techniques and material whereby schools throughout the country can introduce applied science to their pupils between the ages of 14 and 18 years. (DF)

Presented are justifications for including optics in the science curriculum, an outline of optics instruction as presently presented in English secondary schools, and a review of probable future trends in optics instruction. (SL)

Describes an approach to chemistry for sixth form students which incorporates many practical applications of chemistry in the areas of pollution, drug problems and other areas. (BR)

Describes a company established to stimulate the interest of sixth formers in industrial scientific fields and the chemical industry. Interest can be generated by letting the students be concerned with the decision making and problem solving normally encountered in industry. (DF)

This survey of the middle schools of the Leeds Education Authority includes statistics concerning laboratory facilities, the number and the education of science teaching staff, the average size of science classes, and the type of science course content. (MLH)

Describes an attempt to devise a science teaching scheme for 14 to 16 year-old students of low educational attainment attending an inner urban comprehensive school in England. Presents a list of course objectives and descriptions of the science modules used. (MLH)

A review of topics and undergraduate programs in physics with medical applications at Queen Elizabeth College, London, is given. (MDR)

Presented is the second of a two-part article describing the introductory undergraduate physics course taught at the University of Liverpool, England. This part of the article concentrates upon the laboratory aspect of the course. (SL)

Lists advantages of combining physics and chemistry into a three year physical science course. Cites increase in teacher morale and decrease in student disciplinary problems as two important results. (CP)

Describes the use of films as primary learning material, aimed at developing some of the higher level skills which are the, often unreached, objectives of practical courses. Results of a first trial use are cited. (EB)

Reports on a part of a report on primary schools in England. States that science instruction tends to be superficial, and that the teaching and the content require more planning. (GA)

Presents the results of a survey of English physics teachers concerning the percent of classroom time they spend in practical work, the objectives of practical work, and their use of student projects. (MLH)

Two physics courses which serve as alternatives to general college courses in physics are outlined: physics with astrophysics and physics with electronics. Details are given of the structure of the courses and third year options are specified. (DT)