This article describes how a university and a museum have worked together to create a "How science works" workshop entitled "What's in our water?" The workshop teaches students about the continuing pollution from a disused coal mine, how the pollution is cleaned up using a state-of-the-art treatment works and how scientists…

Contains contributed suggestions in the teaching of structure and bonding and reaction rates and equilibria in the Nuffield Advanced Chemistry Project. (CP)

Reviews the tradition of teaching and learning of organic chemistry in high school courses. Includes an analysis of present student performance and possible directions of future chemistry programs. Report is based on research of instruction and learning of organic chemistry in 90 high schools. (Author/JN)

Presents an evaluative study of the Nuffield A-level organic chemistry course which was conducted in the United Kingdom. Questionnaire surveys were used to compare the course content with the content Nuffield teachers and university lecturers thought should be included in an A-level course. (HM)

Summarizes data from a survey of all Kansas chemistry teachers, providing information on the usage of CHEM Study and CBA courses, teacher preparation and experience, and the use of slide rules as computational aids. Discusses relationship between school size and other variables. (AL)

The author sees the physical sciences as processes of inquiry and proceeds to analyze and criticize CHEM Study, CBA, and PSSC physics in terms of their views of inquiry and of the sciences. A discussion of some desirable features for a high school program in physical science is included. Bibliography. (LC)

Maintains that there are topics of thermodynamics and organic chemistry in Nuffield A-level chemistry program which should be reviewed critically for their content organization. The Nuffield course is considered better than the traditional courses in its educational value, yet highly biased for preparing students for college chemistry courses. (PS)

A description of CHEM Study and CHEM Study materials includes its rationale, content, and supplementary materials. The authors indicate the wide use of CHEMS was because its development was timely and the program was useful. (PS)

Compares curriculum project adoption figures derived from examination entries with figures derived from questionnaires in an attempt to place the questionnaire returns in perspective and give an indication of the confidence which may be placed in them. (GS)

Discusses several problems in the teaching of Nuffield A-level chemistry: content organization, shortage of time, finances and treatment of selected topics. Believes the rewards of the overall approach are very worthwhile. (PS)

Discusses a two-year assessment undertaken to evaluate the Nuffield A-Level chemistry course. Secondary teachers selected chemistry experiments for assessment purposes and assessed their students in manipulative skills, observational skills, interpretation skills, creative skills, and attitudes. (MLH)

The study investigates the usefulness of teaching science courses that have a commonality of subject matter and a sequential patterning of operations. Introductory Physical Science (IPS) and CHEM Study courses were compared. The results indicated IPS is a useful background for CHEM Study. (BR)

The history of the planning, funding, preparation of preliminary materials, teacher preparation, trial teaching, evaluation, revision and final publication of the CHEM Study materials is presented. The anecdotal account points out the difficulties encountered, the solutions found and the pitfalls avoided so that the experience gained may be useful…

Describes a survey of a group of British high schools to determine teacher familiarity with and use of two Nuffield chemistry curriculum projects. (MLH)

The influence of the Nuffield project should become widespread. Undergraduate courses have to be modified, science teacher training programs will be different and chemical industry will also be influenced by the Nuffield project. The individuals receiving Nuffield oriented instruction should be better prepared for independent thinking and working.…