Reflects on the implications of the changes that the Dearing review proposed for 16-19 education. Attempts to stimulate further discussion on the structure and content of the 16-19 physics curriculum for the next century. (JRH)

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)

Reviews problems and decisions faced in the development of the Nuffield Physics advanced level course. (SL)

Suggests that the curriculum include a balance of both science and non-science and that the thought process of science be applied in non-science situations. Schools and colleges must expose students to this application of scientific thinking. Knowledge in breadth does not necessarily mean lower standards. (PS)

New physics programs in Great Britain include a program with emphasis on mathematics and other sciences, and a joint honors program combining physics with another discipline, such as philosophy, economics, or English. Future programs may include even broader programs, in areas such as energy science or resources utilization. (MLH)

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)

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)

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)

Discusses the existing design of some undergraduate physics courses, and outlines the general aims which will give the development of a physics curriculum a definite direction and approach. (GA)

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)

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…

Presents some ideas about teaching electromagnetic induction at sixth form level, including educational objectives, learning difficulties, syllabus requirements, selection of unit system, and sequence of material presentation. Suggests the Education Group of the Institute of Physics hold further discussions on these aspects before including the…