Described is the Independent Learning Project for Advanced Chemistry (ILPAC) which is sponsored by the Inter London Education Authority and utilized by 120 A-level students in the London schools. There are 21 written units included which contain explanations, exercises, instructions for practicals, tests, and assignments. (Author/DS)

Describes a 16-week course in marine biology involving a class-coordinated investigation of a subtropical biotic fringing reef of Hawaii. Describes in detail the development of preliminary hypotheses regarding general cause-effect relationships on the reef, and the exploration of specific areas, such as chemical or physical factors. (CS)

Describes three fantasy trips for use in science classrooms. Includes suggestions for follow-up activities and alternate uses of fantasy trips. (DS)

Discusses ways in which the study of science is being popularized at all educational levels in Chinese society. Describes efforts of popularization through newspapers, gifted student programs, public schools, book publications, and audiovisual media. (CS)

Describes the development of the Australian biological curriculum materials, "Biological Science: The Web of Life," as a result of linking efforts with the United States BSCS "color versions" in biology. (CS)

Large lecture sections of science staffed by a single instructor make it impossible to provide individual student attention and lead to high dropout and failure rates. Daily assignments are used to encourage students to identify areas that need remediation, maintain a steady study pace, receive positive reinforcement, and learn methods of solving…

Described is a school project to investigate aggregations in flatworms which may be influenced by light intensity, temperature, and some form of chemical stimulus released by already aggregating flatworms. Such investigations could be adopted to suit many educational levels of science laboratory activities. (DS)

In light of criticism leveled at secondary school programs, the teaching of physics is examined in the context of successes, failures, and opportunity for improvement. Discussion proceeds under three main headings: the context of physics teaching; curriculum content and materials; and the teaching-learning process. (Author/RE)

Presents natural history information on the zebra finch (Taeniopygia castanotis) for the biology teacher. Includes a section on care of the birds in the classroom and a method for constructing an inexpensive cage. (SA)

Discusses various methods the author has used in high school chemistry classes to maintain interest and keep grades at an acceptable standard. Integrated within the curriculum are research projects, library research, creative work, laboratory write-ups; a two-level curriculum is provided for nonscience and science majors. (CS)

An integrated physical science course of approximately 40 instructional hours for eighth graders is described. The materials and text were prepared in accordance with the overall program for secondary school science drawn up by the Israeli Ministry of Education. (Author/MK)

Presented is a description of a technical laboratory-oriented science course dealing with the science of enology or wine-making. Experiments and the distillation apparatus are described. (SA)

Formative evaluation of a physics curriculum unit (PLON) is reported. Phase one used general ideas and many instruments; phase two focused on specific questions arising from phase one. Findings suggested that relating curriculum content to ability to think about and explain a task was a prerequisite for student satisfaction. (CP)

Examines three issues: the negative nature of today's stereotype of a scientist; the relationship of present stereotypes to course enrollment; and the relationship of the closeness of self-image and stereotype to course enrollment in science. Analysis of semantic differential items reveal differences among science and nonscience college majors.…

Describes activities in a high school physics course designed to enhance learning. Also describes in detail an advanced course called Nucleonics, and activities in an honors physics course. Discusses changes in school classrooms since the early 1950s. (CS)