Describes Paul Walden's history of organic chemistry as a continuation of Carl Graebe's work, covering the period from 1880 to 1935. Indicates that a general intellectual outlook, controlling ideas, and mental furnishings characteristic of his time are revealed besides factual information about the classical age of organic chemistry. (CC)

Argues that the topic of symbiosis has been greatly neglected and underemphasized in general-biology textbooks. Discusses many types and examples of symbiosis, and provides an extensive bibliography of the literature related to this topic. (JR)

Describes the natural system of units as being more convenient, coherent, and conducive to communication between scientist and layman. Suggests a general discussion of whether the coming universal system should be the International System of Units. (CC)

Describes the vegetation and animals to be found in the Sturt Gorge area of South Australia. (JR)

Discusses the use of the properties of polyethylene, polypropylene, polyisobutylene, and their three epoxides to illustrate the relationships of entropy to molecular properties and the concepts of molecular chirality, geometry, and flexibility. (CC)

Discusses Einstein's views on the role of Michelson-Morley, Fizeau, and Miller experiments in the development of relativity and his attitude toward the theories of new quantum mechanics. Indicates that Einstein's opposition to quantum mechanics is beyond dispute. (CC)

Presents two simple methods of calculating the respective terrestrial westward and eastward displacements of a vertically projected and a perpendicularly dropped body which give due emphasis to physical principles, including Kepler's law, conservation of angular momentum, and nonrotating coordinate system with origin at the earth's center. (CC)

The goals are to develop techniques and material whereby schools throughout the country can introduce applied science to their pupils between the ages of 14 and 18 years. (DF)

An unusual science program which centers around a vivarium and is based on the notion that students learn science by doing it, not just talking about it. (DF)