Describes a course that includes a basic core section comprised of a lecture series integrated with programmed practicals and a project section comprised of activities designed to give the students practice in electronic problem solving. (GS)

Presents a syllabus indicating the essential physics content suggested for all students aged 11-16. Major topic areas include matter, energy, interactions, electronics, and physical quantities. Includes commentary on treatment for low ability students and on additional content related to General Certificate of Education (GCE) and Certificate of…

The adoption of a systems" approach involving the application of a circuit to various functions is described. Several diagrams of circuits are used and discussions of these are included. (TS)

Provides background information on and a brief description of the content and aims of the AO syllabus in electronics. The syllabus is divided into six sections: (1) measurement/instruments; (2) materials, devices, and transducers; (3) digital electronics; (4) analog electronics; (5) electronic systems; and (6) electronics impact on…

Describes a course in applied physics with solid state electronics, aimed at providing a continuing broad background in general physics while allowing for the gradual development of an emphasis on applications, engineering expertise, and relevant industrial experience. (Author/GA)

Describes three different courses in physics at three different institutions Physics and electronics for four years heading to a joint-honors degree, physics of the senses as an optional unit for one year, and a course system to allow flexibility in timetable and freedom of choice. (GA)

Discusses whether electronics should be included as a subject at school, and describes the process of developing an O-level electronics course which is based on electronic systems for British schools. The course content and structure are also included. (HM)

Provides the syllabus for an advanced level (A-level) electronics course in which communication computer and feedback systems are analyzed. (CP)

Offers reasons why microelectronics and computing should be combined and offered as a specialized course, different from both physics and mathematics. Includes course content and discusses subject combinations within school science and technology departments. (Author/SK)

Discusses the increased overlap in both the content and methods of teaching physics and "craft, design and technology" (CDT) in Great Britain. Describes the move toward the inclusion of CDT in the examinations for the General Certificate of Secondary Education. Provides suggestions for a proposed course in CDT. (TW)