Gives a detailed description of the constructon of equipment needed for redox equilibria experiments and the measurement of the electromotive force of voltaic cells. This information is provided to solve the problem of inadequate, expensive equipment required for A-level chemistry practical work. (JN)

Discusses the main features of the department head's role in determining the success of girls in physics. Areas examined include the presentation of material, classroom management techniques, option choices, and issues related to segregating boys and girls for several subject areas. (JN)

Discusses the concept of quality, relates quality to four themes of the evolving science curriculum, and examines implications for science teacher education. The four curriculum development themes focus on problem-solving skills, the cultural heritage, a conceptual framework of the realm of science, and moral/ethical issues resulting from…

Describes materials and methods used with severely visually handicapped students studying for 0- and A-levels in biology. Indicates that the materials (such as a key to British broad-leaved trees) and strategies included are valuable for all students of ecology. (JN)

Discusses the implementation of the "Science in Society" project into Oxfordshire schools. The place of the course in sixth form schools, teacher attitudes about the course, local school initiatives, ways of overcoming problems in teaching the course, and other topics are addressed. (JN)

Describes aims and objectives of chemistry teaching in the 1980s and in the future. Also considers chemistry content, methods, and evaluation for both periods. Trends are noted when applicable. (JN)

Describes a series of experiments which use a modified automobile alternator as a portable source of three-phase alternating current. The low frequency capabilities of this source allow the phase relationships to be demonstrated using an ordinary galvanometer. (GS)

Describes an approach to the development of an integrated science curriculum which involves the adaptation of existing separate science courses by school staff. Presents viewpoints which advocate the integration of the sciences, describes the associated organizational changes, and outlines the advantages of a team teaching approach. (GS)

Describes a study designed to determine if secondary school students are capable of assessing their own ability and if choosing science courses that fit their aims. Makes a comparison of recommendations and choices for nine course options. (GS)

Described are filming of laboratory activities in 14 classes to determine class movement time, pupil centered activity time, and teacher centered activity time. Proportions of times ranged as follows: movement, 4-21 percent; pupil centered, 29-85 percent; teacher centered, 11-64 percent. (SL)

Describes nine biology experiments, including osmosis, genetics; oxygen content of blood, enzymes in bean seedlings, preparation of bird skins, vascularization in bean seedlings, a game called "sequences" (applied to review situations), crossword puzzle for human respiration, and physiology of the woodlouse. (CS)

Describes the nature of three types of science experiments, focusing on those designed to answer the questions: "What happens?"; "How can it be done?"; and "Which theory?". Indicates that all three have had a definite place in the school science curriculum. (JN)

Discusses ability tests in terms of a definition of ability, their advantages, and objectives that must be met if they are to be useful. Addresses specific issues related to developing a scientific ability test and describes a test developed by the author. (DC)