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)

Describes the general features of three schemes used by teachers to assess their students' manipulative, observational, interpretational, and planning abilities and their attitude toward laboratory work. The three schemes were open-ended, intermediate, and check-list modes. A comparison of grades derived from these modes is presented. (GS)

Describes an experiment in which the rate of reaction can be followed using a colorimeter and data can be used to determine order of reaction, rate constant, and energy of activation. (GS)

Presents the problems of Third World countries in acquiring science equipment to augment their science curriculum development plans. Outlines an attempt by Kenya Science Teachers College to produce and supply science equipment. Describes the approach to production, quality control, and costing and sales. (GS)

Describes a procedure for establishing a viscosity trend through a homologous series and presents sample data. (GS)

Describes various methods of rendering visible the paths followed by a laser beam for direct viewing or for photographic purposes. (Author/GS)

Discusses teaching science as useful knowledge, as a process, or as technology. (RH)

Presents experiments, demonstrations, activities and ideas relating to various fields of biology to be used in biology courses in secondary schools. Among those experiments presented are demonstrating the early stages of ferns and mosses and simple culture methods for fern prothalli. (HM)

Presents experiments, demonstration, activities and ideas relating to various fields of physics to be used in physics courses in secondary schools. The use of a programable pocket calculator in A-level physics courses is among the activities described. (HM)

Provides a survey of the changes in the aims of science teaching for the 11-16 age group since the 1840s, and briefly describes some of the influences responsible for the changes. (GA)

Explains that the use of symbols in some textbooks to represent both physical quantitites and numerical measures is illogical and confusing. (GA)

Discusses some high school physics demonstrations and experiments on a variety of topics: such as uses of the dipole, the vapour-liquid critical point, velocity of sound in metallic rods, the flux-density near a bar magnet, and a different style logic gate using basic units. (GA)

Provides eight physics experiments, demonstrations, and activities relating to radioactive decay, computers, semiconductors, and electronics. (SL)