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BIBLIOGRAPHIC INFORMATION PERTAINING TO CURRENT BOOKS AND RECENTLY PREPARED COURSES OF STUDY FOR SCIENCE IN GRADES 7 THROUGH 12 COMPOSE THE TWO DIVISIONS OF THE VOLUME. APPROXIMATELY 120 COURSES OF STUDY FOR JUNIOR AND SENIOR HIGH SCHOOL SCIENCE ARE LISTED. ALL HAVE BEEN PREPARED SINCE 1960, AND ALL ARE AVAILABLE FROM STATE OR LOCAL SCHOOL UNITS IN THE UNITED STATES. EACH ENTRY INCLUDES THE TITLE, COST, SOURCE OF COPIES, AND THE GRADE LEVEL OR ACADEMIC SUBJECT FOR WHICH IT WAS PREPARED. INFORMATION INCLUDED WAS SOLICITED FROM MEMBERS OF THE NATIONAL SCIENCE SUPERVISORS ASSOCIATION, ALL STATE DEPARTMENTS OF EDUCATION, AND SCHOOL SYSTEMS. THE TEXTBOOK SEGMENT OF THIS PUBLICATION INCLUDES MATERIAL FOR GENERAL SCIENCE AND COMPUTER SCIENCE, EARTH SCIENCE, BIOLOGY, CHEMISTRY, PHYSICAL SCIENCE, AND PHYSICS. IN ADDITION, THERE IS A LISTING OF PROGRAM MATERIALS, SCIENCE EXPERIMENTS, AND TEACHER REFERENCES. THIS DOCUMENT IS ALSO AVAILABLE FROM THE PUBLICATION SALES SECTION, NEA, 1201 SIXTEENTH ST. N.W., WASHINGTON, D.C. 20036, FOR $1.00. THE STOCK NUMBER IS 471-14296. (RS)

Challenged by the patterns of inquiry and learning inherent in the new elementary science curricula, a new program was developed to prepare future elementary teachers to handle the new materials with some degree of security and competence. The University of Washington Physics Department has developed a new course in physical science, conducted in an individualized self-paced manner, with laboratory investigation, observation, and manipulation preceding all discussion and motivating the formation of concepts and models. The course begins with selected portions of College Introductory Physical Science (CIPS) and continues with selected portions of The Project Physics Course. The course runs for three quarters, and students must take two quarters to receive credit with the third quarter optional. No formal lectures are presented; rather, small group discussions are held with students who are at a common place in the course. Students take oral or written examinations as they finish sections of the course and then proceed to the next section. (YS)

The science curriculum for the Fort Benton school system was developed with funds under Title III of the Elementary and Secondary Education Act to give students the background of a modern and forward-looking program in science taught in an imaginative, investigative, and inquiry-oriented fashion. The science curriculum guide outlines a planned scope and sequence for grades K-12 with material divided into conceptual topics that are arranged by appropriate learning level. The sequence consists of general science, life science, physical science, earth science, biology, chemistry, physics, and advanced biology. Ten basic goals are presented relating to the student's ability to utilize observational techniques, develop classification schemes, communicate using scientific technology, and understand and apply scientific concepts. Goals and resource materials for each grade level are specified. (JH)

These instructional objectives, written by Ronald Gibson have been selected from materials used at Golden West College (California). These objectives are offered simply as samples that may be used where they correspond to the skills, abilities, and attitudes instructors want their students to acquire. These objectives may also serve as models for assisting instructors to translate their courses into specific measurable terms. For other objectives in related courses see: ED 033 688 (Chemistry [first semester]); ED 033 696 (Geology); and ED 033 710 (Physics [first semester]). (MB)

"Space Handbook" is used as the text for the Fundamentals of Space Operations Course of the Air University Institute of Professional Development, Maxwell Air Force Base, Alabama. The text familiarizes the student with basic physical laws and these aspects of aerospace science as indicated by chapter titles: The Space Environment; Orbital Mechanics; Propulsion Systems; Space Vehicle Electrical Power; Guidance and Control; Global Communications; Lasers; Atmospheric Penetration; Computers; Reliability of Space Systems; and Bioastronautics. The text has an intermediate level of academic difficulty but presents considerable depth and detail. (PR)

This booklet provides a reference to the quantities, units, and their symbols which are used in physical science. It is a revision of a 1969 report and takes account of the progress which has been made in obtaining international agreement on the definitions, names, and symbols for units and on the rules for the expression of relations involving numbers between physical quantities and units. The report is divided into ten parts: (1) Physical Quantities, Units, and Numerical Values; (2) Recommended Mathematical Symbols; (3) Chemical Elements, Nuclides, and Particles; (4) Quantum States; (5) Nuclear Physics; (6) Thermodynamic Results; (7) Galvanic Cells; (8) Abbreviations of Common Words and Phrases; (9) Recommended Values of Physical Constants; and (10) Bibliography. (Author/TS)

This is the first book in a five-book physical science series on simple machines. The books are designed for Spanish-speaking junior high school students. This volume defines force and work by suggesting experiments and posing questions concerning drawings in the book which illustrate scientific principles. Answers to the questions are provided; an evaluation exam is also included. For other books in the series, see FL 002 897, FL 002 899, FL 002 900, and FL 002 901. (VM)

This is the fourth book in a five-book physical science series on simple machines. The books are designed for Spanish-speaking junior high school students. This volume explains further refinements of the wheel which is introduced in volume three. The fourth volume explains principles behind gears and the relationship between velocity and force by suggesting experiments and posing questions concerning drawings in the book which illustrate the scientific principles. Propellors are also considered. Answers to the questions are provided in the book; an evaluation exam is also included. For other books in the series, see FL 002 897, FL 002 898, FL 002 900, and FL 002 901. (VM)

This is the second book in a five-book physical science series on simple machines. The books are designed for Spanish-speaking junior high school students. By suggesting experiments and posing questions concerning drawings in the book which illustrate the scientific principles, this book explains the workings of three types of levers. Resistance is also explained. Answers to the questions are provided in the book, and an evaluation exam is also included. For other books in the series, see FL 002 897, FL 002 898, FL 002 899, and FL 002 901. (VM)

This is the fifth book in a five-book physical science series on simple machines. The books are designed for Spanish-speaking junior high school students. This volume explains the principles and some of the uses of inclined planes, as they appear in simple machines, by suggesting experiments and posing questions concerning drawings in the book which illustrate the principles. Answers to the questions are provided in the book; an evaluation exam i s also included. For other books in the series, see FL 002 897, FL 002 898, FL 002 899, and FL 002 900. (VM)

This is the third book in a five-book physical science series on simple machines. The books are designed for Spanish-speaking junior high school students. This volume explains principles governing wheels and pulleys by suggesting experiments and posing questions concerning drawings in the book which illustrate the scientific principles. Friction is also explained in this volume. Answers to the questions are provided in the book; an evaluation exam is also included. For other books in the series, see FL 002 898, FL 002 899, FL 002 900, and FL 002 901. (VM)

This folio of test items, contributed by a number of colleges and universities from their course, placement, entrance, or other institutional examinations, was compiled to aid teachers in constructing tests. Only those science courses offered in the first two years of college are represented by the scope of the items. The test items may also serve as models for those who are relatively inexperienced in item writing. A major consideration in using these items is that of relating them to the testing of various objectives. These questions and problems are arranged under some thirty subject matter headings in each of the two major subdivisions: Biological Science and Physical Science. The items are classified according to Bloom's taxonomy under the following major headings: Knowledge; Comprehension; Application; Analysis; Synthesis; and Evaluation. (AG)

Presented is a compilation of eight articles relating to science teaching in England, primarily at the secondary school level. An editorial describes recent changes in sciences and science education, decreased student enrollment in science courses, and increasing emphases on scientific methods training. The articles are then presented in three categories: chemistry, physics, and physical science and education. The headings are: Chemistry for the Beginner: A Plea for Sound Chemical Education; The Sixth Form and Chemistry; Educational Theory and Neoteric Practices in Physical Science Teaching; The New Laboratory--Its Apparatus and Servicing; SI (System International) and Its Possible Effects on the Teaching of Physics in Secondary Schools; Physical Science for Girls; "Can a Study of Science Educate?"; Science in a Comprehensive School; The Schools Council Integrated Science Project; and Technological Studies in School. Curriculum development is the major concern of the last three articles. The Nuffield scheme is the focus of discussion in most articles. Included is a directory of scientific equipment manufacturers, a bibliography on recent ideas about physical science teaching, and two examples of work sheets used in comprehensive schools. (CC)

Presented is the study of modern and classical concepts of the atom; the structure of the atom as a mass-energy relationship; practical uses of radioactivity; isotopes; and the strange particles. Performance objectives (16) are included as well as a detailed course outline. Experiments, demonstrations, projects and reports to enhance student learning experiences are suggested. To enhance creative thinking, a list of innovative activities has been compiled and presented. Available films, film loops and transparencies are included in the course of instruction. Additional instructional aids include: (1) suggested discussion questions; (2) references; (3) laboratory guides; and (4) a master sheet (coordinating objectives with suggested text chapters, laboratory exercises, projects, reports, etc.). (Author/EB)

Described is the Wyndham science component of the program designed for the six years of secondary schooling for students in New South Wales, Australia. A subjective evaluation of the program and suggestions for improving course materials and teaching are given. There are six major sections in the report: (1) a general outline of the structure and purposes of the scheme, (2) the effect of the scheme on teachers and teaching, (3) a descriptive evaluation of the textbooks, (4) a discussion of the testing program, (5) a description of course aids, equipment, and laboratories, and (6) an evaluation of how the program dovetails into university courses in science. (GR)

This document describes the theory and mode of operation to be used with a cathode ray oscilloscope. Safety percautions to be taken, methods of calibration, and uses of the equipment in school operation are given. A brief "trouble-shooting" section and a bibliography of other reference is included. (GR)

This syllabus gives a day by day descriptive account of the activities and subjects covered during a two-week in-service program on astronomy, physics, and Florida geology for teachers of grades one through nine. The program for the astronomy and physics was designed to accommodate four levels of instruction: Grades 1 and 2; Grades 3 and 4; Grades 5 and 6; and Grades 7, 8, and 9. A different track for each of these levels was presented so that each teacher could participate with a group most appropriate for his teaching level. Included are the objectives of the program and description of how the program was planned. This work was prepared under an ESEA Title III contract. (PR)

Teaching procedures of Project Physics Unit 2 are presented to help teachers make effective use of learning materials. The unit contents are discussed in connection with teaching aid perspectives, multi-media schedules, schedule blocks, and resource charts. Analyses are made for transparencies, 16mm films, and reader articles. Included is information about the background and development of each unit chapter, demonstration methods, apparatus operations, notes on the student handbook, and explanation of film loops. Additional articles deal with calendars, armillary sphere, epicycles, "chase problem," atmospheric refraction, relations in an ellipse, moon's irregular motion, initial and gravitational mass, G measuring, and "true" scale of sun, moon, and earth. A redesigned epicycle machine is analyzed, and a bibliography of reference texts and periodicals is given. Solutions to study guide problems in the text and review problems in the handbook are provided in detail along with suggested answers to test items. The second unit of the text, with marginal notes on each section, is also compiled in this guide. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Astronomical fundamentals are presented in this unit of the Project Physics text for use by senior high students. The geocentric system of Ptolemy is discussed in connection with Greek concepts including Aristarchus' heliocentric hypothesis. Analyses are made of Copernicus' reexamination, leading to Tycho's observations and compromise system. A new universe is introduced by using Kepler's laws and Galileo's work. Terrestrial and celestial dynamics are synthesized by reviewing Newton's concepts about motions under central forces, inverse-square law, and earthly motions; and application of Newton's theories to heavenly events are discussed. The text unit is concluded by an explanation of the making of theories. Historical developments are stressed to help students understand the way in which science influences man's activities. Also included in the unit are a chart of renowned people's life spans in the emerging Renaissance culture and tables of planets and their satellites. Problems with their answers are provided in two categories: study guide and end of section questions. Besides illustrations for explanation purposes, a glossary of general terms is given in the appendix. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

Test items relating to Project Physics Unit 2 are presented in this booklet. Included are 70 multiple-choice and 22 problem-and-essay questions. Concepts of motion in the heavens are examined for planetary motions, heliocentric theory, forces exerted on the planets, Kepler's laws, gravitational force, Galileo's work, satellite orbits, Jupiter's moons, Tycho's observations, stellar parallax, and historical descriptions in astronomy. Suggestions are made for time consumption in answering some items. Besides directions and illustrations for explanation purposes, related physical constants and equations are provided. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

REPORTED IS INFORMATION CONCERNING CURRENT PROJECT GROUPS THAT ARE DEVELOPING SCIENCE AND MATHEMATICS CURRICULAR MATERIALS. PROJECTS FROM THE UNITED STATES AND MORE THAN 40 OTHER COUNTRIES ARE INCLUDED. EACH PROJECT IS LISTED SEPARATELY. INFORMATION FOR EACH PROJECT INCLUDES (1) TITLE, (2) PRINCIPAL ORIGINATORS, (3) PROJECT DIRECTOR, (4) ADDRESS OF THE PROJECT HEADQUARTERS, (5) PROFESSIONAL STAFF, (6) PROJECT SUPPORT, (7) PURPOSES AND OBJECTIVES, (8) SPECIFIC SUBJECT AND GRADE LEVEL, (9) MATERIALS THAT HAVE BEEN PRODUCED, (10) HOW PROJECT MATERIALS ARE BEING USED, (11) LANGUAGE IN WHICH MATERIALS HAVE BEEN WRITTEN, (12) LANGUAGES INTO WHICH MATERIALS HAVE BEEN OR WILL BE PRINTED IN TRANSLATIONS, (13) ADDITIONAL MATERIALS PRESENTLY BEING DEVELOPED, (14) MATERIALS AVAILABLE FREE, (15) PURCHASABLE MATERIALS, (16) SPECIFIC PLANS FOR EVALUATION OF MATERIALS, (17) SPECIFIC PLANS FOR TEACHER PREPARATION, AND (18) FUTURE PLANS. A SEPARATE SECTION LISTS PROJECTS WHICH HAVE INDICATED COMPLETION OF THEIR WORK OR PROJECTS WHICH ARE INACTIVE AT PRESENT. THIS DOCUMENT IS AVAILABLE AT NO COST FROM THE UNIVERSITY OF MARYLAND, SCIENCE TEACHING CENTER, COLLEGE PARK, MARYLAND. (DS)

THE COMMITTEE ON COMPUTER SCIENCES IN ELECTRICAL ENGINEERING (COSINE COMMITTEE) OF THE COMMISSION ON ENGINEERING REPORTS ITS EXPLORATION OF THE ROLE OF ELECTRICAL ENGINEERING IN COMPUTER SCIENCES. GREATER FLEXIBILITY IN ENGINEERING CURRICULA IS FELT ESSENTIAL TO MEET THE EDUCATIONAL NEEDS IN SUCH A RAPIDLY CHANGING AND DIVERSE FIELD. THE MAJOR RECOMMENDATIONS INVOLVE THREE AREAS--(1) EDUCATION IN THE PRINCIPLES AND PRACTICES OF THE DESIGN OF GENERAL PURPOSE DIGITAL INFORMATION PROCESSING SYSTEMS, (2) SHIFT OF INFORMATION PROCESSING TECHNOLOGY FROM THE CONTINUOUS TO THE DISCRETE, AND (3) INTEGRATION OF DIGITAL COMPUTATION INTO MANY OF THE TRADITIONAL COURSES IN ELECTRICAL ENGINEERING CURRICULUM. APPENDIXES INCLUDE (1) SELECTED REFERENCES FOR BASIC SUBJECT AREAS, AND (2) EXISTING ELECTRICAL ENGINEERING CURRICULA OF SEVERAL SCHOOLS WITH A CONCENTRATION IN COMPUTER SCIENCE. (DH)

THIS REPORT OF HARVARD PROJECT PHYSICS PRESENTS DRAFTS OF THREE SPEECHES DELIVERED TO THE AMERICAN ASSOCIATION OF PHYSICS TEACHERS (AAPT) MEETING, FEBRUARY, 1967. THE ADDRESS BY GERALD HOLTON DEALS WITH THE AIMS AND PROGRESS OF THE PROJECT. DISCUSSED ARE (1) PROJECT PARTICIPANTS, (2) AIMS AND CONTENT, (3) THE NEW EMPHASIS, (4) SURVEY OF COURSE CONTENT, (5) TITLES OF PROPOSED SUPPLEMENTAL UNITS, AND (6) PRINCIPLES OF SELECTION OF COURSE CONTENT. FOUR BASIC AIMS OF THE PROJECT ARE (1) TO PROVIDE A COHERENT, TESTED COURSE SUITABLE FOR USE ON A NATIONAL SCALE, AND INCORPORATING THE MOST DESIRABLE FEATURES OF BOTH PHYSICS AND PEDAGOGY WHICH HAVE NOT BEEN FORTHCOMING IN OTHER CURRICULUM PROGRAMS, (2) TO HELP RELIEVE THE DECLINE IN PHYSICS ENROLLMENTS, (3) TO PROVIDE TEACHERS WITH NECESSARY AIDS FOR GOOD PHYSICS TEACHING, AND GOOD PHYSICS AS DEFINED IN THE BROADEST HUMANISTIC WAY, AND (4) TO INCORPORATE THE NEWER CONCEPT OF THE TEACHER AND HIS INVOLVEMENT WITH THE CLASS. FLETCHER G. WATSON'S ADDRESS, "WHY DO WE NEED MORE PHYSICS COURSES," IS CONCERNED WITH DECLINING ENROLLMENTS IN PHYSICS. HE INDICATES A WAY TO ALLEVIATE THIS IS BY PROVIDING HIGH SCHOOL STUDENTS WITH AN EXCITING COURSE TREATING FUNDAMENTAL PHYSICAL IDEAS IN A HUMAN CONTEXT. F. JAMES RUTHERFORD'S TALK IS CONCERNED WITH "PROJECT PHYSICS IN THE CLASSROOM," WITH EMPHASIS UPON THE FLEXIBILITY AND DIVERSITY OF THE PROGRAM. THE APPENDIX PROVIDES DESCRIPTIONS OF VARIOUS PROJECT MATERIALS. (DH)

The guide has been revised to accommodate the adoption of "Physical Science Study Committee College Physics" as the basic textbook for this course. An introduction describes the scope and objectives of the course. Presented are suggestions for teaching the course, content, time allotment to topics, laboratory work, evaluation, materials and equipment, and use of community resources. Topics included in the course are discussed under the headings of "Optics and Waves,""Mechanics," and "Electricity and Atomic Structure." Appendices include suggestions for individual study, books, periodicals, and equipment. (BC)

The Institution of Electrical Engineers conducted a study in the United Kingdom and the United States to determine the need for their new publication "Current Papers in Physics (CPP)," and its usefulness to the physics community. Questionnaires were used to (1) recruit panel members to test reader reaction to the publication over a period of one year, (2) collect necessary background on panelists, (3) determine methods used by physicists to obtain current information prior to CPP, and (4) discover what physicists felt a good awareness journal in physics should be like. Prior to CPP, the three most widely used methods of current awareness were (1) scanning current issues of journals (2) contacts with colleagues, and (3) listening to presentations at meetings. The use of abstract journals was a major method of both retrospective search and current awareness. A major concern for an awareness journal was that it be current. Physicists were concerned with specialized aspects of physics and not general information. Appendixes contain (1) questionnaires, (2) additional panel data, (3) data on overseas panels, and (4) comments on published abstract journals as current awareness tools. (DH)

THIS BIBLIOGRAPHY IS A CONTINUATION OF THE SERIES OF BIBLIOGRAPHIES OF COURSES OF STUDY AND TEXTBOOKS IN SCIENCE BEGUN IN 1959 BY THE NATIONAL SCIENCE TEACHERS ASSOCIATION (NSTA). PART 1 LISTS COURSES OF STUDY ALPHABETICALLY BY STATE UNDER THE CATEGORIES OF (1) LONG-RANGE COURSES OF STUDY, GRADES K-12, (2) JUNIOR HIGH SCHOOL, GRADES 7, 8, 9, (3) BIOLOGICAL SCIENCES, GRADES 9-12, (4) PHYSICAL SCIENCES, GRADES 9-12, (5) EARTH AND SPACE SCIENCE, GRADES 7-12, AND (6) MISCELLANEOUS. INCLUDED FOR EACH COURSE OF STUDY ARE (1) STATE, (2) TITLE, (3) GRADE LEVEL, (4) DATE, (5) COST, AND (6) SOURCE. THE COURSES OF STUDY LISTED ARE THOSE REPORTED AS BEING AVAILABLE FOR CIRCULATION BEYOND THE SCHOOL DISTRICT OR SYSTEM FOR WHICH THEY WERE PREPARED. PART 2 LISTS TEXTBOOKS, LABORATORY MANUALS, PROGRAMED UNITS, TEACHER REFERENCE MATERIAL, AND BOOKS OF EXPERIMENTS. INCLUDED FOR EACH REFERENCE ARE (1) AUTHOR, (2) PUBLISHER, (3) TITLE, (4) DATE, (5) PRICE, AND (6) GRADE. ALL MATERIAL INCLUDED WAS PUBLISHED AFTER 1962. THE INFORMATION WAS CURRENT AS OF NOVEMBER, 1967. PART 3 CONTAINS PUBLICATIONS PREPARED BY SCIENCE COURSE IMPROVEMENT PROJECTS. THESE ARE CATEGORIZED AS (1) JUNIOR HIGH SCHOOL, GRADES 7-9, (2) SUBJECT MATTER PROJECTS, GRADES 9-12, AND (3) MISCELLANEOUS. APPENDED ARE THE (1) ADDRESSES OF THE PUBLISHERS, AND (2) TEXTBOOKS IN PRESS OR PUBLISHED SINCE NOVEMBER, 1967. THIS DOCUMENT IS ALSO AVAILABLE FOR $1.00 FROM THE NATIONAL EDUCATION ASSOCIATION, PUBLICATIONS SALES, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20036. (DS)

This is the tenth in a series of general bibliographies which are being developed to disseminate information concerning documents analyzed at the ERIC Information Analysis Center for Science Education. Reported are over 40 citations to selected documents in the areas of (1) teacher characteristics, and (2) student characteristics. The documents include research reports, research reviews, and position papers. The citations are categorized under the major areas in alphabetical order by author and indicate the availability and major ideas of the document. General bibliographies have been or are being prepared for other selected areas in science education. All bibliographies will be supplemented periodically as more documents are processed by the ERIC Information Analysis Center for Science Education. (DS)