An examination of factors responsible for the low percentage of pupils continuing from 0-level to A-level physics is presented. Includes students' comments on instructional procedures and the curriculum covered. (CP)

Describes the organization and operation of a chemistry course for secondary students which emphasizes problem solving and student activities, particularly project work. (CP)

Discusses pollution in medieval times, focusing on pollution related to: (1) wood; (2) coal; (3) tanning; and (4) lead. (JN)

Provides background information for teachers on the chemistry of flourine. Points out that it links aerosols with refrigerants, anaesthetics with fire-fighting agents, batteries with blood substitutes, and atomic energy with the steel, petroleum, and aluminum industries. (JN)

For the past three years there has been a decrease in the number of third year girls opting to continue studying physical science at Ellis Guilford school. Various methods to resolve this trend at the school are discussed. They include creating single-sex teaching groups for physics/chemistry and revising physics/chemistry syllabi. (JN)

Presents nine physics notes for British secondary school teachers. Some of these notes are: (1) speed of sound in a steel rod; (2) physics extracts-part four (1978); and (3) a graphical approach to acceleration. (HM)

Described are various methods for producing black and white photographs of microscope slides using single lens reflex, fixed lens, and plate cameras. Procedures for illumination, film processing, mounting, and projection are also discussed. A table of comparative film speeds is included. (CS)

Implications are discussed for teacher involvement in structuring and administering the proposed common examination at 16+. (CS)

Listed are 32 biology A-level projects, categorized by organisms studied as follows: algae (1), bryophytes (1), angiosperms (14), fungi (1), flatworms (1), annelids (2), molluscs (1), crustaceans (2), insects (4), fish (2), mammals (1), humans (1); and one synecological study. (CS)

Considers the nature and extent of bias toward experimentation and against correlational studies. Argues for the use of correlational studies and describes a field-tested approach to enabling students to direct open-ended investigations of this type. (45 references) (JRH)

Explores how different media of instruction affect the learning of chemistry in a Malawian school. Reports that teachers and pupils needed time to get used to the new language of instruction but enjoyed the new experience. However, the performance of students instructed in their vernacular language did not improve as much as expected. Contains 11…

Describes the results of a survey using an open-form questionnaire to determine student attitudes toward animal experimentation. Results indicate that children's views about animal experimentation for research depend on the purpose of the research. More than half felt experimentation for pure research is inappropriate. (DDR)

Explores the reasons why science should be taught to all school students and what the science curriculum should look like. Discusses three aspects of an understanding of science: understanding of science content, understanding of the methods of inquiry used in science, and understanding of science as a social enterprise. (JRH)

Describes how environmental education can be realized by using the holistic approach of the Theme Centered Interaction (TCI). Explains the philosophy of TCI as well as its application in chemical education and presents several classroom examples. (Author/JRH)