Described is the new grade 12 physics curriculum to be tested in Victoria (Australia) schools in 1977. (SL)

Discusses the Nuffield Science Project and contrasts its philosophy with traditional science instruction in Britain. Describes aspects of the chemistry curriculum which reflect the aims of the Project, and outlines some radical changes that have taken place in examinations in science. (JR)

Discusses the use of patterns in science teaching, such as the theme of energy fields, to enable students to develop a greater understanding of the unity of science and a greater awareness of the interaction of science with other areas of knowledge. (JR)

Describes problems encountered in teaching of heat at secondary level as stemming from the fact that the word heat is used to imply two ideas: energy and interactions. Suggests some necessary measures for a teacher to avoid confusion in heat teaching. (CC)

Describes methods that can be used by beginning chemistry and geology students for growing, cutting, and polishing alum crystals. (JR)

Reports and discusses the findings of a pilot study concerned with the diffusion, adoption, and implementation of the Nuffield A-Level Biological Science Project. (JR)

Reports the findings of a study which investigated problems associated with the adoption of the Nuffield Combined Science Project by middle schools in Britain. (JR)

Discusses how difficult the various problems of pressure, partial pressure, gas laws, and vapor pressure are for students. Outlines the evolution of the concept of pressure, the gas equation for a perfect gas, partial pressures, saturated vapor pressure, Avogadro's hypothesis, Raoult's law, and the vapor pressure of ideal solutions. (JR)

Discusses the mechanisms of genetic recombination with particular emphasis on the study of the fungus Sordaria brevicollis. The study of recombination is facilitated by the use of mutants of this fungus in which the color of the ascospores is affected. (JR)