Describes an interdisciplinary program consisting of two courses. The first course deals with the chemistry of drugs and poisons; the second course focuses on fictional works in which these drugs and poisons are central to the plots. (SK)

Describes various scientific techniques used to analyze physical evidence, ten areas of specialization in forensic science, courses needed by forensic scientists, and the future of forensic science. (DS)

Supporting the concept of a core syllabus, the Council of Engineering Institutions (CEI) suggests that this syllabus for A-level physics, described in the May 1980 issue of "Physics Education," occupy 65 percent to 70 percent of instructional time and that an applied physics approach with relevance to everyday life be used. (SK)

Summarizes results of a survey on teachers' views of the Nuffield A-level physics course (NAP) including, among others, course content, philosophy, examinations, organization, and individual units. Suggests that most teachers surveyed were satisfied with their NAP course. (SK)

The African Primary Science Programme (APSP) was one of the three major projects in Africa sponsored by Educational Services Incorporated (ESI), later the Educational Development Center (EDC), Newton, Massachusetts. The problems of introducing this programme in the anglophone African States and its implications for science education are discussed.…

A science course is described in which students worked in moderately self-paced groups in a learning center with all the necessary resources on hand. Course objectives and organization are outlined and an evaluation of the course is presented that includes student reactions, staff opinions, and examination and project results. (Author/JMD)

Described are two interactive computer-assisted-instruction (CAI) programs that were developed for use in quantitative analysis and in general chemistry. The purpose of these modules is to help students learn to calculate the points along a titration curve for the titration of an acid with a strong base. (Author/DS)

Describes aspects of the Understanding British Industry Project which was designed to provide information to teachers regarding the role which industry and commerce play in British society. (CS)

Discusses two main problem areas for school/industry cooperation: (1) the need to define the purpose of such cooperation; and (2) the logistical restraints of mass visits to local industries. Also discusses the development of attitudes, and the construction of interactive teaching packages. (CS)

Describes a "bridge" model that is used in aiding young people interested in science careers to make the transition from school to working life, covering roughly the ages of 13 to 19 years. (CS)

Discusses factors affecting the supply of physics teachers in the United Kingdom into the 1980s. The overall numbers of physics teachers, age distribution of physics teachers, and three possible physics curricula with estimates of the staffing levels required are also discussed. (HM)

Described is a resource idea developed for the teaching of oceanography to junior high students. Sand is studied to help make the study of beaches more relevant to students who may have never seen an ocean. Sand samples are brought into the classroom from various coastal cities, then analyzed and compared. (Author/DS)

Describes how history of science is taught in these physical science courses: introductory astronomy for nonmajors; physical science for liberal arts and early childhood education majors; an algebra-based physics course for biology and premedical students; history of science emphasizing technology for liberal arts and business majors. (CS)

Described are ways in which curriculum in science and mathematics may be shaped to the adolescent. Several examples relate to cognitive development, neurological functioning, physical changes, social evolution, and moral growth of the adolescent. (DS)

Describes two elementary science curriculum materials. Reading about Science Skills and Concepts is a program containing a series of seven supplementary high-interest low-level science readers for upper elementary and middle school students. Beginning Everyday Science Early outlines why teachers should teach science to young children, teacher…