Traces the historical developments in physics leading to the present conflict of fundamental beliefs about the nature of the physical world. It has been recently proposed that the concept of fundamental particles (corpuscularianism) be replaced with a full-blown field dynamical theory. (JR)

Describes the developmental cycle of the Copernican revolution as a swinging pendulum of philosophical and historical interpretation of views of the nature. Indicates that the paradigm shift'' in science results from interactions between scientific evidence and man's expectations of what the universe should be like. (CC)

Discusses Einstein's views on the role of Michelson-Morley, Fizeau, and Miller experiments in the development of relativity and his attitude toward the theories of new quantum mechanics. Indicates that Einstein's opposition to quantum mechanics is beyond dispute. (CC)

Discusses the origins of such chemical terms as substance, element, analysis, synthesis, compounds, mixture, organic,'' affinity, oxidation, reduction, acid, base, and salt for the purpose of providing a background to facilitate student's understanding of chemical terminology. (CC)

The foundation of science, and of thermodynamics in particular, can be developed cogently and without arbitrariness. The goal of science, description of nature, is externally given; it requires a set of basic concepts as indispensable tools. Mathematics has no similar externally given goal. (Author/TS)

Discusses the circumstances and the immediate impact of the events and discoveries in the field of nuclear physics in 1932. Many of the events are described in samples of correspondence between the researchers in the field. (TS)

Discussed is the possibility of solar energy as a solution to the energy crisis. (CP)

Discusses the contributions of Bloch and Houston to the electron theory of metals. Contains (1) a biographical note on W. V. Houston, (2) a review of the development of the electron theory of metals, and (3) a discussion of gravitationally induced electric fields. Bibliography. (LC)

Using historical references, illustrates how the differences in patterns of thoughts and experimental methods of chemists and physicists have become less distinct in scientific research. Yet, points out that this merging of these sciences has not occurred in secondary schools. Relates the efforts to unify these two disciplines in the Nuffield…