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)

Discusses ways to improve physics curricula, such as including events from science history and using discovery techniques. (MLH)

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)

Describes physics curriculum development for secondary schools being conducted at the Institut fur die Padagogik der Naturwissenschaften in the Federal Republic of Germany. (MLH)

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)

Discusses an experimental curriculum project in Hungary that introduces quantum mechanics into the secondary school. Briefly covers the following topics: superposition and intensity of waves, de Broglie wavelength, the uncertainty principle, ground states, quantum numbers, and symmetry. (MLH)

Explains how sound as a topic matches up to what are considered to be important criteria for a physics course, and discusses specific suggestions for material that might be included in a modern course on sound. (GA)

Suggests that the physics that students find interesting and absorbing is not necessarily that which curriculum planners think it ought to be. Finds that what is crucial is thorough preparation, equipment that works, and the support of a skilled laboratory technician. (Author/CCM)

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)

Indicates that women are eased out of science careers by factors other than a supposed lack of spatial ability. Advocates that the masculine bias in science be reduced through the humanization of science and technology and a realignment of societal goals. (GS)

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 problems related to the lack of mathematical competence in school physics, the contribution of modern math to the teaching of school physics, and the lack of cooperation between physics and math teachers. Presents a promising model to create a satisfactory liaison between math and science in the schools. (GS)

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)