A brief review of how we know that nuclear reactions are the main source of stellar energy, how they synthesize the elements, and how they determine the course of stellar evolution. (Author/TS)

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)

Advocates concentrating on an examination of the logical framework of inquiry in liberal education biology programs, because the principles of biological inquiry are stable although the claims and explanations offered about biological phenomena change with accumulated research. (AL)

Uses the experience of the Time, Space and Matter developers to argue that much attention to training of teachers is necessary if a new program is to be implemented. Describes the use of a series of resource teachers to guide inservice training of new users. (AL)

The first of two short articles describes the American Association for the Advancement of Science elementary school program; the other describes an experimental school-based testing program for the assessment of biology students in England for the award of certificate offered by an external examinations' board. (AL)

Describes the discoveries and achievements in the field of nuclear physics before 1932. Particular emphasis is given to Ernest Rutherford, Francis Aston, and the Cavendish Laboratory. (TS)

Photographs of streakies were used to teach the concept of Rutherford scattering. Magnetic pucks with lights were used as streakies. (PS)

Describes the application of basic dynamics of rotations to the case of turning on skis, first without and then with external torques. Various elements are combined in different techniques and suggestions for further extensions and a list of laboratory exercises based on skiing are included. (DF)