Who owns a new science course once it has been developed? If teachers teach a course in their own way, does this transformation improve or deform it? The development of "Advancing Physics" provokes some fresh thought about these questions. (Author/MM)

Presents three separate but related discussions on the rationale for including electronics into school physics programs. Pressures for curriculum change, strategies for teaching electronics, objectives of electronics, and other areas are addressed. (JN)

The Secondary Science Curriculum Review (SSCR), established in 1981, is charged with aiding the implementation of a policy, in which all students aged 11-16 would study science until the completion of their period of compulsory schooling. The organization and current activities of the SSCR are discussed. (JN)

Discussed are changes made in the physics curriculum of the Danish Gymnasium. Presents a table showing the curriculum for science and language tracks. Describes five dimensions of physics and intermediate and high level courses. (YP)

Examines various issues related to the establishment of a core of physics studies at 16+ and 18+. Indicates that a core physics syllabus should be concerned with phenomena, theory, models, and applications and not with such topics as the use of a U tube manometer. (JN)

Discusses the Certificate of Secondary Education (CSE) physics examination. Areas addressed include CSE personnel, setting and moderating papers, marking and standardization, grading, curriculum development, and the examination profession. (JN)

Presents a core syllabus for A-level physics. Includes the rationale and nature of the core as well as brief comments on major sections of the syllabus. (SK)

Describes development and content of a speech science course taught to speech therapists for two years, modified by feedback from those two classes. Presents basic topics and concepts covered. Evaluates a team teaching approach as well as the efficacy of teaching physics relevant to vocational interests. (JM)

Discusses issues which bear on the future of physics education, including the broader educational context within which physics may be found and the rationale for keeping physics as a separate subject and not integrated with other sciences. (JN)

Describes: (1) the structure of a data transmission source, carrier, and receiver; (2) a quantitative measure for the amount of data, followed by some quantitative examples of data transmission processes; (3) the concept of data current; (4) data containers; and (5) how this information can be used to structure physics courses. (JN)

Examines the extent to which technology and applied physics should be included in introductory physics courses. Areas explored include the meaning of applied physics, the nature of pure and applied physics, and applied physics as viewed by a scientist, an educator, and society. Implications for the physics curriculum are addressed. (JN)

Examines career choices for students completing secondary physics in England and suggests that only one-fourth aim for careers with a direct involvement in physics. Indicates that changes are needed because the current course remains "physics by physicists for physicists" and does not develop student understanding and emphasize practical…

Discusses: (1) the place of physics in the 11-16 curriculum; (2) the content of physics courses; (3) physics examinations; (4) Manpower Services Commission (MSC) involvement; and (5) resources and staffing concerns. Indicates that there are difficulties in recruiting/retaining adequate physics teachers and that there are inadequate physics…

The Physics Plus Project is producing a series of pamphlets designed to supplement existing curricula with physics application topics (such as physics of sports, motor cars, weather, medical physics, energy). Discusses rationale for the projects, pamphlet production, distribution to schools, and use of pamphlet material on examinations. (JM)

The Advanced Physics Project for Independent Learning (Appil) consists of 10 units based on three themes, namely, materials, forces and fields, and waves. Discusses the content and aims of the project, its emphasis on student-centered learning, managerial advantages, characteristics of the teacher's role, resource implications, and other topics.…