ED 053 919

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INSTITUTIONREPORT NOPUB DATENOTEAVAILABLE FROM

EDRS PRICEDESCRIPTORS

ABSTRACT

DOCUMENT RESUME

SE 010 816

Course and Curriculum Improvement Projects,Mathematics, Science, Social Sciences.National Science Foundation, Washington, D.C.NSF-70-18Jun 7049p.Superintendent of Documents, Government PrintingOffice, Washington, D.C. 20402 ($0.60)

EDRS Price MF-$0.65 HC-33.29Curriculum, *Curriculum Development, ElementarySchools, *Mathematics, *Program Descriptions,Program Development, *Sciences, Secondary Schools,*Social Studies

Social studies, science and mathematics curriculumimprovement projects supported by the National Science Foundation aredescribed in this publication. Description of projects is limited tothose having direct relevance to pre-college education and generallyto those resulting from grants made through the Course ContentImprovement Program of the Division of Pre-College Education inScience. The projects include videly diverse activities: curriculumconferences, the development of nev or improved instructionalapparatus, the production of complete courses that may include nevlaboratory experiences and guides, educational films, teachersguides, in-service materials, and textbooks. The projects arepresented vithin these four categories: Elementary School Projects(K-6) ; Intermediate School Projects (7-9); Secondary School Projects(10-12); and General Projects (K-12). Included vith each project

V description is a list of available materials and the address(es) fory obtaining same. An alphabetical list of project abbreviations and a

list of project directors are provided. (PR)

U S DEPARTMENT OF HEAL 'H.EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG..'INATING IT POINTS OF VIEW OR OPIN-tIONS STATED DO NOT NECESSARILY.'"

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MATHEMATICS SCIENCE e SOCIAL SCIENCES

Curriculum Studies

Textbooks

Laboratory Guides

Resource Materials for Teachers

Supplementary Materials for Students

Equipment Development

Films

U.S. GOVERNMENT PRINTING OFFICE 0-389-ni

For sale by the Superintendent of Documents, U.S. Government Printing OfficeWashington, D.C. 20402 - Price 60 cents

Foreword

In very many ways the plans and expectationsof Americans, and indeed of people everywhere,depend upon a strong and growing science andtechnology. The increasing importance of scienceto our Nation and the world creates pressing edu-cational demands. Literacy in science is becomingessential for all citizens who wish to comprehendthe world they live and work in and to participatein the increasing number of local and national de-cisions, some of gravest import, that require an un-derstanding of science. Further, more and morestudents must be attracted to scientific and technicalpursuits, and these students must be prepared towork with increasingly sophisticated ideas and tech-niques.

Very practical considerations compel us to giveattention to the strengthening of science education.But there is another aspect of the matter, namely,the principle held by those taking part in the re-form of science education that more emphasisshould be given to disciplined, creative, intellectualactivity as a noble enterprise and to intellectualachievement as a worthy end in itself. There is adesire to allow each student to experience some ofthe excitement, beauty, and intellectual satisfactionthat scientific pursuits afford. Similar movementsalso aimed at giving the student experiences andpoints of view heretofore largely limited to pio-fessionals in a field are beginning to go forward inthe humanities and the arts. These experiences,it is hoped, will lead many to enter scholarly pro-fessions and others to adopt some of the scholarlyand artistic modes of thought in their work and theiravocations.

Good teachers and good schools have alwaysworked individually to give students the best edu-cational fare they could. Nowadays, however, thetask of bringing the best that has been thought toall studentsin ways appropriate to their val',x1interests, abilities, and future livesrequires newstrategy and tactics. We live in an age of explosivegrowth of knowledge. More scientific and tech-nological discoveries have been made in the past

4iii

fifteen years than in all previous recorded time.Powerful new insights are being gained into thefundamental structure of major areas of inquiry.Moreover, traditional assumptions about what students at given levels of development can learn areincreasingly found to be misleading in many ways.Finally, society can no longer afford to wait for ageneration or more for new knowledge to make itsgradual way into school and college programs.

In the last few years, mathematicians, scien-tists, engineers, and educators have taken up thesenew educational challenges with great vigor. Work-ing together, and aided by increasing public andprivate support for educational research and de-velopment, they have undertaken a number of freshapproaches to the improvement of school instruc-tion in mathematics and science. In colleges anduniversities, research scientists have been takingan increasing interest in undergraduate instruction.The aim has been to see that instruction presentscontemporary knowledge as well as contemporaryviewpoints on knowledge established earlier. Inmany cases it has seemed best to start anew ratherthan merely to patch up older courses. A distinctivefeature of many projects is the effort made to gobeyond the presentation of what is known and toprovide students with experience in the processesby which new facts, principles, and techniques aredeveloped.

The purpose of the present edition of this book-let, as of the earlier editions, is to provide a readilyavailable guide to curriculum improvement projectssupported by the National Science,Foundation. De-cisions on what to teach remain, in the healthyAmerican tradition, the exclusive responsibilityof individual schools and teachers. The NationalScience Foundation does not recommend the adop-tion of any specific book, film, piece of apparatus,course, or curriculum. It is hoped, however, thatzhe products of these projects will prove to meritserious consideration by all concerned with educa-tion at the pre-college level.

Contents

Foreword iii

Introduction vii

I. Elementary School Projects (K-6)

A. Mathematics 1

B. Mathematics and Science 5C. Science 6D. Social Studies 9

II. Intermediate School Projects (7-9)

A. Mathematics 11

B. Science 13

HI. Secondary School Projects (10-12)

A. Astronomy 17B. Biology 18C. Chemistry 20D. Earth Sciences

Meteorology 22Oceanography 23

E. Interdisciplinary 24F. Mathematics, Computers 25G. Physics, Physical Science 28H. Social Sciences 311. Technology 34

IV. General Projects (K-12) 35

Alphabetical List of Project Abbreviations 41

List of Project Directors 43

Introduction

This publication updates and replaces in partNSF 66-22 Course and Curriculum ImprovementProjects. The principal difference between this andthe former publication is that this one containsonly descriptions of projects having direct relevanceto pre-college education and, for the most part,describes the results of grants made through theCourse Content Improvement Program of the Divi-sion of Pre-College Education in Science. TheCourse Content Improvement Program has as itsobjective the improvement of the substance ofcourses in mathematics, science, and the socialsciences at all pre-college levels. Course improve-ment activities include widely diverse projectsranging from curriculum conferences through thedevelopment, including classroom trial and revision,of new or improved instructional apparatus tothe production of complete courses that may in-clude new laboratory experiences, laboratory guides,educational films, and teachers' guides and in-service materials as well as textbooks. Outstand-ing scientists, social scientists and mathematiciansin collaboration with teachers, educators and otherspecialists take responsibility for preparing newand innovative materials which present modern

vii

science in challenging but comprehensible form.Other activities of the Program include supportof implementation of newly developed materialsand studies on the fundamental aspects of learning.

The project descriptions as furnished by theproject directors reflect the state of activities as ofDecember 31, 1969. Where project materials areavailable commercially, the name and address ofthe publisher, distributor, or manufacturer is givenin the description. This publication, therefore, isalso intended to replace NSF 68-24 Released Text-books, Films and Other Teaching Materials insofaras that publication pertains to pre-college material.Requests for further information on commerciallyavailable materials should be directed to the sourcecited. A source of further information concerningthe project is also cited 'in most cases; inquiriesshould be directed to this source and not to theFoundation. It may be noted, however, that theresults of many of the projects have been trans-lated or adapted fcr use in foreign countries. Alist of such materials or other information concern-ing translation or adaptation for foreign use canbe obtained from the Foundation.

I. Elementary School Projectszweragxwmr,

(K-6)

A. MATHEMATICS

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1. UNIVERSITY OF ILLINOIS ARITHMETICPROJECT. David A. Page, Education DevelopmentCenter, Inc., 55 Chapel St., Newton, Mass. 02160.(1964- )

Beginning in 1958 with a grant from the CarnegieCorporation of New York, the University of Illinois

Arithmetic Project has been inventing and developingtopics in mathematics for elementary school children.The project became associated with Education Devel-opment Center in 1963 to prepare films and writtenmaterials to transmit these ideas to teachers and in1968 completed its first full-scale package of coursematerials for in-service and pre-service use.

The basic premise of the project is that elementaryschool children and their teachers can enjoy pursuingimportant ideas in mathematics if the ideas are intro-duced in sequences of related problems that are nottoo difficult for children to solve. Teachers learn muchof the course content through problem sequences thatthey can later adapt for their classes. From the filmsthey learn mathematics along with the children and seesome of the ways the ideas can be introduced. Teachersbegin working with the ideas in their own classroomsor practice teaching early in the nineteen-sessioncourse.

In in-service use, the course is designed to be con-ducted by local elementary school personnel, making

I. MATHEMATICS

maximum use of the interest, enthusiasm, and mathe-matical background already existing in the school com-munity. If desired, groups of elementary teachers areable to conduct the course for themselves, independ-ently of external supervision.

The course package includes written lessons whichteachers do between ,stitute sessions, films showingmathematics being taught to classes of children by avariety of teachers, and many supplementary materialsproviding further mathematical exposition and sugges-tions for the classroom. Discussion notes and detailedguides for correcting the written lessons are also in-cluded.

About half the course is concerned with functions("number line jumping rules"). Linear, quadratic, andperiodic functions are studied along with successivejumps, distance and direction of jumps, and standstillpoints.

Other topics include maneuvers on lattices of vari-ous kinds; work with artificial operations, focusing oncommutativity and associativity; lower brackets (thegreatest-integer function) and the analogous upperbrackets; and frame equations, including simultaneousequations.

While arrangements are being made for commercialpublication, the complete course is available throughEDC. For detailed information on the course, write toJack Churchill, Associate Director, University of Illi-nois Arithmetic Project, Education DevelopmentCenter, Inc., 55 Chapel St., Newton, Mass. 02160.

2. SYRACUSE UNIVERSITY-WEBSTER COLLEGEMADISON MATHEMATICS PROJECT. Robert B.Davis, Madison Project, 918 Irving St., Syracuse, N.Y.13210. (Grantee: Webster College, 470 East Lock-wood, St. Louis, Mo. 63119.) (1961-1969)

The Madison Project attempts to intervene in theeducational process at the level of the child's actualexperiences in school, rather than at the level of text-book writing or at the level of stating curricula. Curric-ulum is one aspect of school experience, but the fullyshaped experience goes beyond curriculum, includingactions of teacher and student and interactions be-tween them. To give an example, one can list the con-cepts of average and interquartile range for a finite set ofreal numbers as a curriculum entry. A classroomexperience related to these concepts might be: Fourchildren independently guess the width of, the room,and the average and variance of these four numbers arecomputed. Then four children measure the roomwidth, using 6-inch rulers, and the average and variance

of these four numbers are computed. Finally, fourteams of children measure the room width using ahigh-quality surveyor's tape measure, and the averageand variance for these four numbers are computed. Themeanings of average, variance, interquartile range, etc.,are brought out by discussion, but pre not statedexpositionally by the teacher.

Intervening at the level of actual school experiencesis far more difficult than intervening at the textbook orcurriculum level, but the effects may be far moreimportant. In order to propagate classroom experienceson a nationwide basis, the project is preparingin-service teacher-training courses based on films show-ing actual classroom lessons; these films and accom-panying written materials are designed to enableteachers to incorporate Madison Project-like experi-ences into their own classes. The present emphasis is ongrades 1-9, plus kindergarten and nursery school, andthe subject emphasis is a combination of arithmetic,axiomatic algebra, coordinate geometry, rudimentarystudy of functions, logic, limit of a sequence, and cer-tain portions of physics.

Available materials include tape recordings, writtenmaterial and 16 mm black-and-white sound motion pic-tures (First Lesson, Second Lesson, A Lesson withSecond Graders, Graphing a Parabola, Guessing Func-tions, Postman Stories, Circles and Parabolas. ComplexNumbers via Matrices, In-Service Course I, and In-Service Course II). Some films are also available as 8mm cartridges. Closely related materials (not supportedby NSF) include: Robert 13. Davis, Discovery in Mathe-matics and Matrices, Logic, and Other Topics, bothavailable from Addison-Wesley Publishing Co., Inc.,Reading, Mass. 01867. For copies of the Newsletterand further information, write to the project director.

3. EXPERIMENTAL TEACHING OF MATHEMATICSIN THE ELEMENTARY SCHOOL. Patrick Suppes,Institute for Mathematical Studies in the Social Sci-ences, Stanford University, Stanford, Calif. 94305.(1959- )

The curriculum work at the Institute for Mathemati-cal Studies in the Social Sciences at Stanford in com-puter-assisted instruction in elementary mathematicshas two major phases. One phase is concerned with thedevelopment of a drill-and-practice supplementarycurriculum for Grades 1 to 6. The material in this cur-riculum is ungraded from the standpoint of thestudent. Each student is placed in the structure andmoved through the structure according to his individ-ual performance, without reference to the performance

of

of other students. The curriculum is divided into 15major concepts and skills, ranging from horizontaladdition to the solving of elementary word problems.The student is given a grade placement in each of these15 skill or concept strands. The supplementary strandcurriculum is organized so that on the basis of norma-tive decisions about grade placement, and empiricaldata concerning error rates and performance times, thecriterion for moving from one grade-placement level toanother in each strand is set so that the average studentshould make one year's grade-placement progress inone academic year. These computations may not beexactly correct, but the structure is now organized insuch a way that it will be relatively straightforward tomake corrections on the basis of data we are currentlycollecting.

The second curriculum activity, which terminates inAugust 1970, is a further extension and revision of thetutorial computer-based curriculum in logic and alge-bra. This curriculum has been extended and revisedover a number of years. The current efforts are es-pecially aimed at giving more hints and individual helpto students as they need it. The basic curriculum re-mains organized as follows: the first year introducesthe student to sentential logic and reasoning aboutsimple algebraic identities; the second. year concen-trates on the axioms for an ordered field and elemen-tary theorems that can be proved from these axioms;the third year extends the work done in the secondyear. The aim of the third year is to cover from anaxiomatic standpoint a good part of the algebraic con-tent of a ninth grade algebra course, although the fullrange of problems and applications of that course isnot covered. The tutorial curriculum in logic and alge-bra has been primarily aimed at bright students inGrades 4 to 8. The important aspect of this course isthat the student constructs individual proofs or coun-terexamples, and these are checked recursively by thecomputer program. Any valid proof within the rulesgiven to the student is accepted by the program.

Material available: Individualized Mathematics: Drilland Practice Kits, L. W. Singer Company, Inc., West-minster, Md. 21157.

Further information is available from the projectdirector.

4. FOUNDATIONS OF MATHEMATICS FOR ELE-MENTARY SCHOOL TEACHERS. E. Glenadine Gibb,Department of Mathematics, State College of Iowa,Cedar Falls, Iowa 50613. (Present address: ScienceEducation Center, The University of Texas, Austin,Tex. 78712.) (1962-1966)

93

I. MATHEMATICS

The purpose of the 12 thirty-minute films and thetext prepared to accompany them is to provide anintroduction and orientation to a longer and moreintensive in-service program that a school system mightwish to use to improve the training of elementaryschool teachers. Also, it is a program that may becarried out with only minimal use of consultants fromcolleges and universities. This project has been sup-ported by the National Science Foundation and theState College of Iowa.

Preliminary materials (video tapes, kinescopes, andnotes) developed in 1962.63 were used on an experi-mental basis in several schools in Iowa during 196364.In 1964-65 revisions were made of the films and notes,and a consultants' guide was prepared. The titles of thefilms are: What Is a Number?, A System of Numera-tion, Operations on Whole Numbers, Techniques ofComputation, Non-metric Geometry, The FractionalNumbers: Addition and Subtraction, The FractionalNumbers: Multiplication and Division, Measurement,The Integers, Problem Solving, Coordinate Systems,and Real Numbers.

A review of the project has been made by J. FredWeaver, "Foundations of Mathematics for ElementarySchools," The Arithmetic Teacher 10, 359 (1963).

Address inquiries to Raymond Schlicher, Directorof Field Services, State College of Iowa, Cedar Falls,Iowa 506131

5. IMPROVEMENT PROJECT IN MATHEMATICSFOR SELECTED GROUPS. E. Glenadine Gibb,Department of Mathematics Education, University ofTexas at Austin, Austin, Tex. 78712. (Grantee: South-west Educational Development Laboratory, 800 BrazosSt., Austin, Tex. 78701.) (1968- )

The goal of this project is to develop guidelines andprototype materials for curriculum adaptations andmodifications of mathematics programs to meet theneeds of economically and culturally different chil-dren. These modifications are being designed (1) toprovide the target populations vith opportunity to besuccessful in acquiring mathematical understandingsand skills; (2) to enhance the development of positiveattitudes towards mathematics; (3) to increase studentcompetency in mathematics beyond the limits whichpresent school programs are achieving for the targetpopulations; and (4) to develop teacher educationmaterials for staff development in adapting and modi-fying mathematics programs.

Preliminary prototype adapted materials have beendesigned for children who have been placed in Grades

I. MATHEMATICS

1, 2, 3, 4, 5, 7, and 8. The project has produced andrevised four booklets with accompanying teachers'guides for each of the grade levels 2, 4 and 7; prelimi-nary adapted materials in four booklets for each of theGrades 3, 5 and 8; and preliminary adapted materials inthree booklets for Grade 1. Presently, the revisedmaterials are being pilot tested in Grades 2, 4 and 7;and the preliminary materials are being pilot tested inGrades 1, 3, 5 and 8. The development of these materi-als was preceded and paralleled by studies of samplesof the target populations for purposes of identifyingsociological and psychological mathematics. The socio-logical and psychological studies are being completed,after which reports will be prepared for dissemination.

Findings from the studies and summative and form-ative evaluations of adapted and modified prototypemathematics curriculum materials and correspondingteaching strategies are providing the basis for theteacher education program which will include adapta-tion and modification of mathematics curriculummaterials as appropriate. Research and evaluationstudies to date indicate priority needs for teacher edu-cation and staff development.

Further information may be obtained from the proj-ect director.

6. THE MATHEMATICS AIDS PROGRAM. Alvin N.Feldzamen, Educational Broadcasting Corp., 304 W.58th St., New York, N.Y. 10019. (1967- )

The objective of the project is to plan and try outsome pilot programs for an experiment in televised in-service elementary school teacher education in mathe-matics. The programs will be aimed at the generalpublic, but with special emphasis on elementary schoolteachers as the primary target audience. Specific fea-tures will include viewing audience participation,special mailings to teachers in trial viewing localities,support of broadcast and written materials by anindividualized telephone answering system, and feed-back from selected subpopulations. The project intendsto involve university mathematicians and other appro-priate scholarly experts in educational television work,much as the early course content improvement projectspioneered the involvement of scientists in curriculumwork.

For further information write to Dr. Alvin N.Feldzamen, Encyclopaedia Britannica EducationalCorp., 425 North Michigan Ave., Chicago, Ill. 60611.

7. IN-SERVICE FILMS IN MATHEMATICS FORELEMENTARY TEACHERS. Huey D. Rudennan,Department of Mathematics, Hunter College High

School, 930 Lexington Ave., New York, N.Y. 10020.(Grantee: National Council of Teachers of Mathe-matics, 1201 16th St., N.W., Washington, D.C. 20036.)(1963.1966)

The objective of this project was to produce a seriesof 16 mm mathematics films (30 minutes each) incolor, to be used for the in-service training of elemen-tary teachers embarking on a new program in ele-mentary school mathematics.

The project has produced ten films, each accompa-nied by text materials and a teachers' manual for thewhole series. Another film is in preparation.

The content of the course is the development of thewhole number system, the operations in it and theirproperties, our common decimal system of numera-tion, and the usual algorithms. This presentation is con-sistent with the recommendations of the Committee onthe Undergraduate Program in Mathematics of theMathematical Association of America.

The series is intended for use by institutes for ele-mentary school teachers (summer or in-service), andfor study groups of elementary school teachers in-volved in teaching the newer programs. The films areavailable from Universal Education and Visual Arts,221 Park Avenue South, New York, N.Y. 10003; atext, Mathematics for Elementary School Teachers, isavailable through the NCTM office.

For further information write to James D. Gates,Executive Secretary, National Council of Teachers ofMathematics, or to the project director.

8. STUDY OF MATHEMATICS ACHIEVEMENT INGRADES K-3. E. G. Beide, School of Education, CedarHall, Stanford University, Stanford, Calif. 94305.(1966- )

The objective of this four-year study is to extendthe information being gathered and analyzed in theNational Longitudinal Study of Mathematical Abilities(NLSMA), now in its fifth year to the lower primarylevel, and to provide a sound basis of factual knowl-edge for further reform in mathematics education inthe early grades. Approximately 2,000 students will bepart of the study. Special tests for measuring mathe-matics achievement will be developed during the courseof the study to evaluate higher cognitive skills usuallyignored by standard tests. While the main thrust of theproject is the investigation of mathematics achievementin terms of curriculum materials, the study will also beconcerned with such variables as socioeconomic statusand the timing and placement of exposures to mathe-matical concepts. (See also project No. 65)

10

B. MATHEMATICS AND SCIENCE

9. MINNESOTA SCHOOL MATHEMATICS ANDSCIENCE TEACHING PROJECT (MINNEMAST).James H. Werntz, Jr., Minnesota School Mathematicsand Science Center, University of Minnesota, Minne-apolis, Minn. 55455. (1961-1970)

The main goal of the MINNEMAST Project is thedevelopment of a coordinated curriculum in mathemat-ics and science for the primary grades of the elemen-tary school. The project proceeds on the assumptionsthat a school curriculum in science and mathematicsshould be considered a unity, that the instruction inthe elementary school years should prepare children inknowledge, skills, and attitudes, and most importantly,that it should develop a cognitive paradigm in childrenwithin which they can heuristically organize contentand skills acquired from any of a variety of sources.

Twenty-two units of the coordinated math-sciencematerials for kindergarten, first, and second gradeshave been printed and have undergone tryout duringthe 1967-68 and 1968-69 school years and are current-ly in trial classes. Seven additional coordinated math-science units for grade three have been developed andunderwent limited trial last year. All the coordinatedunits produced so far have been based on the separatefirst trial draft materials in mathematics and in scienceand have been modified in accordance with the evalua-tion of their use with children through MINNEMASTtrial centers. Most of the evaluation activities are con-ducted in the nearby Twin Cities Center. Five otherMINNEMAST centers, distributed nationally, cooper-ate further in the controlled evaluation of the materi-als. The centers are administered through colleges anduniversities with a major responsibility for pre- and in-service instruction of elementary teachers and as suchthey serve as foci for concurrent dissemination and forsubsequent implementation activities.

In conjunction with the project's concern and ef-forts to improve the preparation of prospective elemen-tary teachers, the text, Ideas in Mathematics, a coursewritten by Professor Avron Douglis of the Universityof Maryland has been published through W. B. Saun-ders Co., West Washington Square, Philadelphia, Pa.19105, to provide a new approach to undergraduate

I. MATHEMATICS and SCIENCE

mathematics instruction. Since several MINNEMASTUnits involve living things, the project has produced ateacher's resource handbook, Living Things in Field andClassroom.

During the period September 1969 to June 1970the third grade materials received final classroom trialand evaluation in the various centers. In addition, anevaluation of the overall K-3 coordinated materials hasbeen conducted and the project will develop alternativetransitions from the MINNEMAST K-3 materials toexisting upper-elementary materials.

Further information may be obtained from theproject director.

10. UNIVERSITY OF ILLINOIS COMMITTEE ONSCHOOL MATHEMATICS (UICSM): ELEMENTARYSCHOOL MATHEMATICS AND SCIENCE PROJECT.Max Bebermin, University of Illinois Committee onSchool Mathematics, 1210 West Springfield, Urbana,111. 61801. (1969- )

This project is concerned with the role of mathe-matics and science in an elementary school program inwhich the "integrated day" is the major approach. Thisapproach is one in which a dass is divided into smallgroups with each group working on some one aspect ofa central theme. Groups work for the entire day and thetheme may require one or more weeks of such inten-sive effort. Most themes have mathematical and scien-tific aspects, and it is with these aspects that theproject is primarily concerned.

The project is also concerned with the interrelationsbetween mathematics and science, the use of labora-tory-type and manipulative equipment in the learningof mathematics, the very early introduction of decimalfractions and notation, and the invention of teachingprocedures which help develop the ability to reason.

The project staff works in a laboratory school cover-ing grades K-6 and indudes mathematics and scienceeducators, experienced elementary school teachers, andmathematicians.

Additional information is available from the projectdirector.

I. SCIENCE

C. SCIENCE

11. AAAS COMMISSION ON SCIENCE EDUCATION.John R. Mayor, American Association for the Advance-ment of Science, 1515 Massachusetts Ave., N.W., Wash-ington, D.C. 20005. (1962- )

The AAAS Commission on Science Education,appointed by the Board of Directors of the AmericanAssociation for the Advancement of Science, has broadconcerns for the improvement of science education atall levels of instruction from kindergarten through col-lege, and for the education of science teachers. TheCommission is concerned with the teaching of the nat-ural and social sciences, and mathematics, and in itsactivities interdisciplinary considerations are empha-sized. The Commission is also interested in scienceeducation through out-of-school activities.

Some of the ways in which the Commission hascontributed to the improvement of science educationat the pre-college level are:

1. Produced a program in elementary schoolscience, known as ScienceA Process Approach, foruse in kindergarten through grade 6. The distinctivefeatures of ScienceA Process Approach may besummarized as follows:

a. Instructional materials are contained in bookletswritten for, and used by, the teacher. Accompa-nying kits of materials are designed for use byteachers and children. Except for certain datasheets in the later grades, there are no printedmaterials addressed to the pupil.

b. The topics covered in the exercises sample widelyfrom the various fields of science. Mathematicstopics are included, to be used when needed aspreparation for other science activities.

c. Each exercise is designed to achieve some clearlystated objectives. These are phrased in terms ofthe kinds of pupil behavior which can be ob-served as outcomes of learning upon completionof the exercise.

d. Methods for evaluating pupils' achievement andprogress are in integral part of the instructionalprogram.

2. Maintained a Clearinghouse of Information incooperation with the University of Maryland Science

Teaching Center which has issue'', annual reports oncourse content development prk,j..tcts in science andmathematics.

3. Sponsored annual seminars in science for schoolsuperintendents in cooperation with the AmericanAssociation of School Administrators.

4. Prepared a set of recommendations on the pre-service education in science of elementary teachers,including guidelines for undergraduate experiences inscience and with children and schools, and suggestionsof projects for needed research and demonstration.Held four regional conferences to bring the recommen-dations to the attention of scientists and science educa-tors, and to plan ways in which the guidelines might beused to improve the science education of elementaryschool teachers.

During 1970 the Commission will give major atten-tion to present and future needs in science education,ways of identifying these needs, methods by whichimprovements in science education can be broughtabout, and how government and private foundationsmight assist. Of special interest will be a study of whatschools and colleges can do to contribute to the stu-dent's understanding of the relation between scienceand societywhat is now being done, what should bedone, and how what should be done can be broughtabout. Attention will be drawn to interdisciplinaryconsiderations and ways of bringing about better cor-relation among the natural and social sciences andmathematics in the school curriculum.

Available from the Xerox Corporation, 600 MadisonAve., New York, N.Y. 10022: ScienceA ProcessApproach, individual classroom unit for grades K-6complete for 30 pupils, Parts A, B, C, D, and E; eachpart includes a Science Materials Kit and set of Teach-ing Guides. The Teaching Guides may be Purchasedseparately. Hierarchy charts for the basic processes andfor the integrated processes are also available.

Available from the AAAS Commission on ScienceEducation, 1515 Massachusetts Ave., N.W., Washing-ton, D.C. 20005: ScienceA Process Approach,teacher texts, Parts Six and Seven, Fourth Experimen-tal Edition; Commentary for Teachers, Third Experi-

24

mental Edition; Guide for In-Service Instruction;Response Sheets; Supplement to the Guide for In-Service Instruction; Process Measure for Teachers,Forms A and B.

Further information is available from the projectdirector.

12. ELEMENTARY SCIENCE STUDY (ESS). Frank I.Watson, Education Development Center, Inc., 55Chapel St., Newton, Mass. 02160. (1962.1970)

With the broad range of the sciences to draw uponand with the conviction that building of a structuredcurriculum is best considered after a long and variedexperience with materials placed in the hands of chil-dren in the classrooms, the work of the project hasbeen concentrated on the development of many diverse"units." The diversity is in the choice of topics, in theteaching styles implied in the guides, in the physicalmaterials, and in the age levels for which the materialsare suitable.

The program is a highly individualized one in whichall children have access to the materials for open endedrather than teacher or textbook directed investigations.

The development of units includes a period of care-ful classroom trial, observation, criticism, and revision.A mix of university scientists and teachers worktogether in classrooms to test and revise their ideasbefore the materials are released for general use in theschools. Careful attention is given to all materials usedso that all equipment looks like materials which arenormally accessible to children in their own environ-ment and not imposingly "scientific."

ESS materials have been used equally successfully inmiddle-class suburban and low socioeconomic areas,large cities and small towns and a great variety of dif-ferent situations.

Since the emphasis of the project's work is to en-courage children to work individually and independ-ently, to devise experiments, and to direct theirquestions to the materials, there is very little writtenmaterial addressed directly to children. Each unit has ateacher's guide, and materials for the children tomanipulate; some have worksheets, or photographs andsome have films. Several supplementary science readersfor enrichment are also available.

ESS units are commercially available from the Web-ster Division of McGraw-Hill Book Co., ManchesterRd., Manchester, Mo. 63011.

Supplementary films are available from: WebsterDivision, McGraw-Hill Book Co., Manchester Rd., Man-chester, Mo. 63011; The Ealing Corporation, 2225

ip,

I. SCIENCE

Massachusetts Ave., Cambridge, Mass. 02140; Macalas-ter Scientific Company, 186 Third Ave., Waltham,Mass. 02154; Modern Talking Picture Service, Inc.,1212 Avenue of the Americas, New York, N.Y. 10036;Universal Education and Visual Arts, 221 Park AvenueSouth, New York, N.Y. 10003; Popular Science Pub-lishing Company, A-V Division, Inc., 355 LexingtonAve., New York, N.Y. 10017; and Association Instruc-tional Materials, 600 Madison Ave., New York, N.Y.10022.

Additional films and further information are avail-able from Education Development Center, Inc.

13. SCIENCE CURRICULUM IMPROVEMENTSTUDY (SCIS). Robert Karplus, Lawrence Hall ofScience, University of California, Berkeley, Calif.94720.(1959- )

The Science Curriculum Improvement Study is

developing ungraded, sequential physical and lifescience programs for the elementary schoolprogramswhich in essence turn the classroom into a laboratory.Each unit of these programs is carefully evaluated bySCIS staff as it progresses from early exploratory stagesto the published edition. The units originate as scien-tists' ideas for investigations that might challenge chil-dren and that illustrate key scientific concepts. Theideas are then adapted to fit the elementary school andthe resulting units are used by teachers in regular class-rooms. Thus they are tested several times in elementaryschools before they are published.

Central to these elementary school programs arecurrent ideas of intellectual development. A child'selementary school years are a period of transition as hecontinues the exploration of the world he began ininfancy, builds the abstractions with which he inter-prets that world, and develops confidence in his ownideas. Extensive laboratory experiences at this time willenable him to relate scientific concepts to the realworld in a meaningful way. As he matures, the con-tinual interplay of interpretations and observations willfrequently compel him to revise his ideas about hisenvironment.

The teaching strategy is for the children to exploreselected science materials. They are encouraged toinvestigate, to discuss what they observe and to askquestions. The SCIS teacher has two functions: to bean observer who listens to children and notices howwell they are progressing in their investigations, and tobe a guide who leads the children to see the relation-ship of their findings to the key concepts of science. Asplanned, the content will be divided about equally

I. SCIENCE

between life science and physical science. The com-plete package will consist of 12-14 units, each designedto require study for half the school year.

The following units are available in preliminaryedition from Rand McNally & Company, P.O. Box7600, Chicago, Ill. 60680: Life Cycles, Populations,Relativity, Systems and Subsystems, and Position andMotion. The following final edition units are availablefrom Rand McNally: Material Oblects, Organisms andInteraction.

The following publications are available from theScience Curriculum Improvement Study, LawrenceHall of Science, University of California, Berkeley,Calif. 94720: Chester A. Lawson, So Little DoneSoMuch To Do, SCIS (1966; revised 1969); C. Berger andR. Karplus, "Models for Electric and Magnetic Inter-actions," Science and Children 6, 4349 (1968); andSCIS Newsletter, issued quarterly.

For information about subsequent reports writeHerbert D. Thier, Science Curriculum ImprovementStudy.

14. ELEMENTARY SCHOOL SCIENCE PROJECT.J. Myron Atkin, Department of Elementary Education,and Stanley P. Wyatt, Jr., Department of Astronomy,University of Illinois, Urbana, Ill. 61801. (1960-1968)

Project activity centered on astronomy. The profes-sional astronomers, science education specialists, andclassroom teachers who made up the project staff wereguided by two principles: (1) Whatever science istaught to children should be sound, (2) What is taughtshould reflect the essential structure of the subject. Bystructure is meant the relatively few, but pervasive,concepts that hold the subject together and help thestudent make an entity of his own of what otherwise issolely a collection of disparate facts. Astronomy is aprime example of an interdisciplinary field in thephysical sciences, and basic astronomical concepts relyheavily on mathematics, physics, and chemistry. Eachsummer (1961.1966) was devoted to the developmentof certain major conceptual themes, now reflected in aseries of six books for children, grades 5.8, plus accom-panying teachers' guides. During the school year fol-lowing each writing conference, new materials werefield tested in over 200 classrooms across the country.Evaluation of project material was obtained from co-operating teachers in writing and through interviews,from project staff who visited classrooms where thebooks were being tested, and from written tests admin-istered to the child-en. Subsequent revisions were

i1

based on this feedback. Considerable evaluation effortwas devoted to higher mental processes, cognitive pre-ference, and attitudinal changes.

The books and their senior authors are: Charting theUniverse, H. Albers; The Universe in Motion and Gravi-tation, S. P. Wyatt, Jr.; The Message of Starlight, B. F.Peery; The Life Story of a Star, K. Kaufmanis; Galaxiesand the Universe, G. Reaves.

Pertinent references include: J. M. Atkin, "TeachingConcepts of Modern Astronomy to Elementary SchoolChildren," Science Education 45, 54.58 (1961), and"The University of Illinois Elementary School ScienceProject," Elementary School Science Bulletin No. 66(1961); and J. M. Atkin and R. Karplus, "Discovery orInvention?" Science Teacher 29 (5), 45 (1962).

For additional information write to Harper andRow, 2500 Crawford Ave., Evanston, Ill. 60201, pub-lishers of the six books. Information about Portugueseeditions of Books 1 and 3 is available from InstitutoBrasileiro de Educacao, Ciencia e Cultura, UNESCO,Sao Paulo, Brazil. (See also project No. 26)

15. QUANTITATIVE APPROACH IN ELEMENTARYSCHOOL SCIENCE (QAESS). Clifford E. Swartz, De-partment of Physics, State University of New York atStony Brook, Stony Brook, N.Y. 11790. (1963.1965)

The theme of this project's approach is the use ofquantitative and functional relationships in the investi-gation of natural phenomena. During the summer of1964, project personnel prepared student work sheets,teachers' guides and teachers' reports in a variety ofsubjects for each of three age levels. The following cri-teria were established: (1) the average elementaryschool teacher should be able to teach the materialswith no special training; (2) each phase of the workshould revolve around a measurement to be performedby the individual student; (3) the project must notentail large amounts of money or unwieldy blocks oftime for students or teachers.

Sixty-seven units were produced and tried in threeschool districts. The units were distributed from grades1 through 6 and provided examples of quantitativetreatment of all the standard natural science topics.

A complete syllabus of lessons for grades 4, 5 and 6was written by the project director and has been pub-lished by Scott, Foresman and Company, 1900 E. LakeGlenview, Chicago, Ill. 60607.

A paper on the assumptions and guidelines for theproject and some sample units may be obtained bywriting to the project director.

P.

D. SOCIAL STUDIES

16. SOCIAL STUDIES CURRICULUM PROGRAM(SSCP). Peter B. Dow, Education Development Center,Inc., 15 Mifflin Pl., Cambridge, Mass. 02138. (Grantee:Education Development Center, Inc., 55 Chapel St.,Newton, Mass. 02160.) (1963- )

The units developed by the Social Studies Curricu-lum Program engage students in fundamental issues ofhuman society and its history, issues that are basic tothe social problems of our times. By emphasizing thequestion rather than the answer, these courses helpstudents perceive knowledge as an unfinished businessin which they play a part.

An upper-elementary course entitled Man: A Courseof Study, is based on three questions framed byJerome S. Bruner, its principal developer. "What ishuman about human beings? How did they get thatway? How can they be made more so?

The first half of the course concentrates on the lifecycles and behaviors of salmon, herring gulls, andbaboons. These studies lead students to question the

389-250 0 - 70 - 3

I. SOCIAL SCIENCE

significance of generational overlap and parental care,innate and learned behavior, group structure and com-munication, and their relevance to the varying lifestyles of animal species, including the human species.

The second half of the course is an intensive studyof man in society. As culture-building, ethical crea-tures, tool-makers and dreamers, all men share a com-mon thread, for it is man's ability to symbolize and hisgift of self-awareness that allow him to be a culturalcreature. The Netsilik Eskimos of the Canadian Arcticare studied in depth, because their society is small andtechnologically simple, yet universal in the problems itfaces.

Course materials rely heavily on research sourcesand present subject matter through a variety of media,including films, filmstrips, records, posters and book-lets. The course is available for sale to schools; a teach-er-training program With seminars and audio-visualmaterials is part of the course. For further informationwrite: Librarian, Social Studies Curriculum Program,15 Mifflin Pl., Cambridge, Mass. 02138.

II. Intermediate School Projects (7-9)

A. MATHEMATICS

Fotadditional prOpats legated to this section *also

16.,.. Social Studies Curriculum Progrim (83CP).800010# ;'' ;',Curriculum .,Study

8. :1JvIng: B/ology" FilmMothin'Plctunield*tiOroVideo' ;,Tap. > Project tot,.:,:.

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ntatics

17. UNIVERSITY OF ILLINOIS COMMITTEE ONSCHOOL MATHEMATICS (UICSM). Max Beberman,University of Illinois Committee on School Mathe-matics, 1210 West Springfield, Urbana, III. 61801.(1962- )

In December 1951 the Colleges of Education,Engineering, and Liberal Arts and Sciences establishedthe University of Illinois Committee on School Mathe-matics (UICSM) to investigate the content and teachingof college-preparatory mathematics in grades 9-12.Financial support from the Carnegie Corporation ofNew York made possible the development of a varietyof instructional materials and their experimental trialin schools throughout the country. Texts and teachers'guides for grades 9-12 were developed. To enableteachers to help in the experimental trial of materialsand teaching approaches, the project staff conductssummer training institutes and has also producedteacher-training films for use in them. (There is a50-film series for training ninth grade algebra teachers.The films are available from Modern Learning Aids,1212 Avenue of the Americas, New York, N.Y.10036.)

In 1962, with National Science Foundation support,the UICSM began the development of new instruc-tional materials for junior and senior high schools.Materials developed include texts, teachers' guides, and

II .1

II. MATHEMATICS

visual aids intended for use with underachieving stu-dents in grades 7 and 8, and texts and teachers' guidesfor a new two-year geometry sequence for the seniorhigh school. Among the topics included in the grades7.8 materials are a detailed study of the arithmetic ofrational numbers expressed as common fractions, deci-mal fractions, or percents, and an intuitive study ofgeometry approached through consideration of transla-tions, rotations, and reflections in the plane. Thecourse is intended for students with records of under-achievement in mathematics, especially those whoseunderachievement may reasonably be ascribed to cul-tural handicaps. Preliminary versions of the coursewere tried with students in public schools in Cham-paign-Urbana, III., 1964.65 and in several large metro-politan centers during 1966-67. The texts, Stretchersand Shrinkers and Motion Geometry have been de-signed with special attention to the appearance of thepages (four-color printing, cartoon strips, large pictorialdisplays), and an attempt has been made to minimizethe requisite reading skills. The new UICSM materialsdeveloped for senior high school constitute a two-yearvector geometry course for grades 10 and 11, or 11 and12. That course introduces translations (vectors) amappings of Euclidean three-space on itself, many ofthe "traditional" geometrical theorems, introductionto the study of groups, vector spaces, the concepts oflinear dependence and linear independence, the natureof distance functions, and trigonometry. In an attemptto illustrate the nature of deductive systems, postulatesfor an inner product space of translations are intro-duced gradually, each one chosen to assign to the spacethose properties which intuition requires for it to beuseful as a model of the three-dimensional world ofexperience.

UICSM is active in a variety of teacher orientationprograms aimed at preparing teachers to use its materi-als. School systems or teacher-training institutionsinterested in these activities are invited to write to theproject director.

The basic text materials developed in the first proj-ect (1951-1962) are now obtainable from D. C. Heathand Company, 285 Columbus Ave., Boston, Mass.02116. These include High School Mathematics,Courses 1, 2, 3, and 4, teachers' editions, and alsoIntroduction to Algebra. The UICSM seventh andeighth grade materials are available from Harper andRow Publishers, 2500 Crawford Ave., Evanston, Ill.60201. Vector geometry materials will be available in1970 from the Macmillan Company, 866 Third Ave.,New York, N.Y. 10022. An information sheet contain-ing the project bibliography, reports of research activi-

ties, and reprints of articles describing the activities ofthe UICSM are available from the project director. (Seealso project Nos. 18 and 19)

18. UNIVERSITY OF ILLINOIS COMMITTEE ONSCHOOL MATHEMATICS (UICSM): NINTH GRADEMATHEMATICS. Russell E. Zwoyer, University ofIllinois Committee on School Mathematics, 1210 WestSpringfield, Urbana, III. 61801. (1969- )

In July 1969 UICSM began the development of anapplied ninth grade mathematics course. This projectwas motivated by a growing awareness among staffmembers that there is a need for a status course whichis an alternative to both the conventional ninth gradealgebra courses and the conventional general mathe-matics courses offered by schools today.

The aim of the project is to develop a course whichis readily modifiable to meet the differing needs of awide range of studentsone which will be relevant forstudents who stop studying mathematics after theirfirst year of high school.

The scope of the course will be appropriate to stu-dents of varying interests and talents. It will also berelevant to the other subjects the students takesocialstudies, general science, shop and vocational courses,commercial courses; further, the exact content of thecourse will be adjustable to the needs of the class.Toward these ends far more material will be preparedthan should be included in a one-year course and in-struction will be provided for the teacher on how tochoose among the topics to best fit the needs of a givenclass. Teaching techniques aimed at motivating stu-dents who have been negative toward or indifferent tomathematics prior to the freshman year of high schoolwill also be developed.

The course will consist of several units, some ofwhich will develop the foundations necessary for otheroptional units. In broad terms, these units will fall intothree independent categories: Coordinates and Func-tions, Probability and Statistics, Mensurational SolidGeometry. The first of these will comprise the majorityof the course.

The present grant supports the project for two yearsof developmental work, after which time it is plannedthat the materials will be offered for commercial publi-cation.

Further information is available from the projectdirector. (See also project Nos. 17 and 19)

12 17

II. MATHEMATICS II. SCIENCE

19. UNIVERSITY OF ILLINOIS COMMITTEE ONSCHOOL MATHEMATICS (UICSM): FILMS FORTRAINING NINTH GRADE ALGEBRA TEACHERS.Max Beberman, University of Illinois Committee onSchool Mathematics, 1210 West Springfield, Urbana,HI. 61801.(1962- )

UICSM, under the direction of Professor Beberman,has prepared a series of 50 films intended to acquaintteachers with the content of modern secondary schoolalgebra courses and to exemplify pedagogical tech-niques which have proven effective with such content.The films have been produced for flexible use in pre-service, in-service, or institute training employing eitherthe whole series or selected sub-series. Extensive writ-ten materials accompany the films. The film series isavailable for purchase or rental from Modern LearningAids Inc., 1212 Avenue of the Americas, New York,N.Y. 10036, and includes the following sub-series:

B. SCIENCE

20. INTERMEDIATE SCIENCE CURRICULUMSTUDY (ISCS). Ernest Sunman, Florida State Univer-sity, Tallahassee, Fla. 32304. (1969- )

An example of a typice major curriculum develop-ment effort is the Intermediate Science CurriculumStudy, based at Florida State University and jointlyfunded by the U.S. Office of Education and theNational Science Foundation. The long-range goal ofthe project is to develop and implement for gradesseven through nine a coordinated science sequence thatis scientifically accurate, consistent with good learningtheory, and well adapted to the age level for which it isintended. Experimental laboratory kits, student guidebooks, self-tests, teachers' mantials, behavioral objec-tives, and evaluation materials have been developed foreach grade.

An exemplary feature of the ISCS materials is thefact that they permit the pace and level of instructionto be adjusted to the interests, ability, and backgroundof the individual student. Built into the materials is theinstructional point of view that the student should

1. A series of 14 films which trace the develop-ments of concepts and principles which lead to anunderstanding of equations. The plan is to use thissub-series for a three-week institute or workshop.

2. A 10-film sub-series on operations with realnumbers which would be appropriate for a concen-trated two-week workshop or for an in-service seminarmeeting once a week.

3. A 16-film sub-series on deductive justificationsfor algebraic manipulation, developing a topic commonto all the new mathematics programs. Such a serieswould be useful for a one-month institute or for aone-semester pre-service course for teachers.

4. A 10-film sub-series on the topic of inequalityrelations in elementary algebra.

5. A 10-film sub-series pertainingito the relation ofalgebra to its applications.

6. A 3-film sub-series on pedagogy.(See also project Nos. 17 and 18)

work mostly independently and at his own pace withthe teacher serving primarily in an advisory rolegivingclues, answering questions, correcting misconceptions,and extending concepts to new situations.

A comprehensive field test of ISCS materials involv-ing more than 100,000 students in 22 states has beenunderway since 1966. Feedback from that trial is beingused in the development of commercial versions of theprogram. The commercial version of the grade sevenmaterials will be available to schools in September of1970. Grades eight and nine will follow at one yearintervals.

The content for the seventh grade course is organ-ized around the twin themes of Energy, Its Forms andCharacteristics and Measurement and Operational Defi-nition. As the student learns to think in operationalterms and becomes aware of what it really means tomeasure something, he discovers a series of relation-ships that lead him to the concept of energy and revealthe tremendous power of this important idea.

The organizing themes for grade eight are Matterand Its Composition and Model Building. In this

'318

II. SCIENCE

course, the student finds that, although the basic struc-ture of matter cannot be observed directly, a very use-ful picturea modelcan be deduced by making a fewlogical assumptions. He then discovers the model hehas developed to be a very useful tool for interpretingphysical, chemical, and biological situations, both inthe laboratory and in nature.

The ninth grade course is designed to synthesize andextend the investigative experience and knowledge upto that point and to apply them to problems of practi-cal and scientific significance. It is composed of a seriesof discrete "investigations" each designed to occupythe student for six to eight weeks. The pursuit of anyinvestigation requires the student °to operate with re-duced guidance and to use his newly acquired tool kitof scientific concepts and investigative skills. Topics forthe ninth grade investigations are drawn primarily fromthe earth and biological sciences.

A fifteen-minute black-and-white 16 mm film illus-trates the aims and objectives of ISCS and shows actualclassroom situations. A newsletter, brochure, andperiodic booklets describe the program and on-goingactivities. (For loan of film, to be placed on mailinglist, or for other information, address inquiries to:Adrian Lovell, Intermediate Science Curriculum Study,507 South Woodward, Tallahassee, Fla. 32304. Forprice list of equipment kits, experimental books, andcommercial editions as they become available, write to:Product Manager, Intermediate Science CurriculumStudy, Silver Burdett Company, Morristown, N.J.07960.)

Further information is available from the projectdirector.

21. INTRODUCTORY PHYSICAL SCIENCE (IPS).Uri Haber-Schaim, Education Development Center,Inc., 55 Chapel St., Newton, Mass. 02160. (1963-1969)

This is a physical science course for use in juniorhigh schools. The major emphasis in the course is thestudy of matter. Laboratory instructions are incorpo-rated into the body of the text; results are not de-scribed. Equipment has been designed so students canplrform experiments in ordinary classrooms. Materialsare available from the commercial sources listed below:

Educational Book Division, Prentice -Hall, Inc., Engle-wood Cliffs, N.J. 07632: Textbook, Teachers' Guide,Notebook, Achievement Tests and Laboratory Equip-ment; Macalaster Scientific Company, Rte. 111 andEverett Turnpike, Nashua, N.H. 03060: LaboratoryEquipment; and Modern Learning Aids, 1212 Avenue ofthe Americas, New York, N.Y. 10036: Films. (See alsoproject No. 22)

1

22. PHYSICAL SCIENCE II (PS II). Uri Haber-Schaim,Education Development Center, Inc., 55 Chapel St.,Newton, Mass. 02160. (1967- )

This course is a continuation of the IPS course andin PS II the themes of the interrelationship of matterand electric charge and the different forms of energyand its conservation are developed. The course is in-tended primarily for the middle segment of the highschool population but can serve as a preparation formore specialized courses in science. The Text andTeachers' Guide are in preliminary form and are avail-able for use by schools with a teacher who has hadtraining at an appropriate institute or workshop.Equipment for the course exists and is available underthe same terms as apply to the Text and Teachers'Guide. Two series of achievement tests (correspondingto the A and C series of IPS) are in various stages ofpreparation.

A brochure, "A Progress Report," is available fromthe project director. (See also project No. 21)

23. BIOLOGICAL SCIENCES CURRICULUM STUDY(BSCS). William V. Mayer, University of Colorado,P.O. Box 930, Boulder, Colo. 80302. (1967-1969)

In 1967 the BSCS began a program for the develop-ment of guidelines for a modern instructional programin the life sciences for the middle schools. This pro-gram entailed a series of visits to junior high schools invarious parts of the United States to summarize thecurrent life science programs in these institutions andto identify participants for a series of six conferencesto develop recommendations for developing a new lifescience program. With the working assumption that thepurpose of education is to help the individual attain hishighest potential and thereby serve himself and theneeds of society in a maximal fashion, the conferencesfocused on the individual at the chronological age of12 to 15 years. The proposed life science program wasdesigned to center on and emanate from the individualstudent in his own environmenthis needs, interestsand societal responsibilities. The summary statement ofthe recommendations of the conferences developed asa set of guidelines first published in BSCS Newsletter34. The full program is delineated in BSCS Special Pub-lication No. 7, available from the project director. (Seealso project No. 27)

24. EARTH SCIENCE CURRICULUM PROJECT(ESCP). William D. Romey, P.O. Box 1559, Boulder,Colo. 80302. (Grantee: American Geological Institute,

19

2201 M St., N.W., Washington, D.C. 20037.)(1963- )

In the summer of 1964, 41 earth scientists,educators and teachers prepared preliminary materialsfor a junior high school earth science course, Investigat-ing the Earth. The course materials are interdisciplinaryand experience-centered with emphasis on studentinquiry. Preliminary materials were tested in 1964-65by about 7,600 ninth graders in 77 schools. Feedbackon effectiveness of materials, obtained through reportsfrom teachers, observations by staff members, and test-ing of students, was used in revising materials at asecond writing conference in the summer of 1965. Re-vised materials were usedhy about 35,000 students in375 schools. Feedback from the second phase of test-ing served as a basis for final revision in the summer of1966. During the school year 1966.67, 35,000 studentsare estimated to have used the 1965 revision, andcommercial publication of the 1966 version by theHoughton Mifflin Company, 2 Park St., Boston, Mass.02107, came in 1967. As of March 1969, about200,000 copies of Investigating the Earth (commercialedition) were in use.

In the commercial edition, laboratory exercises arewritten directly into the text and require students tospend 50 to 75 percent of their time designing, per-forming, and interpreting investigations. Most investi-gations contain few detailed instructions, leaving roomfor teachers and students to behave creatively.

Support for teachers using Investigating the Earth isprovided by an extensive teachers' guide and byteacher-training institutes conducted by ESCP staff andconsultants. Efforts to improve pre-service and in-service training programs continue.

The project staff are currently conducting researchprograms to evaluate ESCP materials and determine thecharacteristics teachers need to use them successfully.

In addition to the text-laboratory manual and teach-ers' guide, the following supplementary materials havebeen published or are in preparation:

1. Reference Series, published by Prentice-Hall,Inc., and available from the American Geological Insti-tute.

2. A series of 10 single-topic pamphlets and fieldstudy guides for publication in late 1970 or early 1971.

3. Three films, Toward Inquiry, How Solid isRock? and Reflections on Time, are available fromEncyclopaedia Britannica Educational Corp., 425North Michigan Ave., Chicago, Ill. 60611.

4. A quarterly Newsletter keeping interested per-sons informed of progress and activities. The News-

II. SCIENCE

letter includes general articles on earth science educa-tion. In addition, a Teacher Information Bulletin issent monthly to teachers using Investigating the Earth.

Further information is available from the projectdirector.

25. SECONDARY SCHOOL SCIENCE PROJECT.George J. Pallrand, Science Education Center,Rutgers University, New Brunswick, N.J. 08903.(1967- ) (Former grantee: Princeton University,Princeton, N. J. 08540.) (1963-1967)

Time, Space, and Matter . . . investigating thephysical world ... is a science course developed bythe Secondary School Science Project for use bystudents at the junior high school level. The courseconsists of nine interrelated sequential investigationscentered on the basic nature and evolution of theearth-moon-sun system. The development of someawareness of what can be learned about this systemprovides the basic continuity for the sequence: En-countering the Physical World, Exploring A Slice ofthe Earth, From Microcosm to Macrocosm, Levelsof Approximation, Dimensions and the Motions ofthe Earth, The Surface of the Earth, The GrandCanyon of the Colorado, The Surface of the Moon,and Worlds in Space.

Throughout the course great emphasis is placedupon what the student himself is able to do givenaccess to primary sources of information. He is con-tinually engaged in manipulating materials, askingquestions, and solving various problems of interest.The student is expected to keep a record of whathe has observed and of the interpretations thatthese observations entitle him to make. As thecourse sequence develops, he finds that it is necessaryto refine what has been learned in earlier investigationsin view of newer observations and information. All thisis designed to help him reach some understanding ofthe physical world and at the same time to experience,firsthand, the investigative nature of science. As a re-sult, the teacher is cast in a fundamentally differentrole in the classroom. He acts as a guide and is an activecollaborator with the students in search for under-standing.

A highly flexible set of materials has been developedto support the student in his role as an investigator inTime, Space, and Matter. Several simple pieces ofequipment enable students to pursue individually or inpairs many questions that arise in the course. StudentInvestigation Books have been developed to accom-..

52 0

II. SCIENCE

pany each investigation. These books provide studentswith a number of photographs of various phenomenaand thus serve as a primary source of evidence for theirinvestigations. The Science Reading Series is composedof 22 paperback books of essay length on various sub-jects. Some books acquaint students with the writings

of scientists who were concerned with the questionsbeing investigated; others provide background informa-tion. All of these materials, including a course con-spectus, are now completed and available through theWebster Division, McGrawHill Book Company, Man-chester Rd., Manchester, Mo. 63011.

16 21

Secondary School Projects(10-12)

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3P9-256 0 - 70 - 4

A. ASTRONOMY

26. ASTRONOMICAL MOTION PICTURES FORSECONDARY SCHOOLS AND COLLEGES. H. M.Gurin, The American Astronomical Society, 211 Fitz-Randolph Rd., Princeton, N.J. 08540. (1964-1968)

Two 30-minute astronomical motion pictures havebeen produced for showing in secondary schools andcolleges. In each, a leading astronomer or astrophysicistdescribes his research and relates it to the broader fieldof astronomy. The films are primarily intended to helpraise the standards of the teaching of astronomy insecondary schools and colleges, and they will be widelydistributed to schools, as well as to educational televi-

122

III. ASTRONOMY III. BIOLOGY

sion. The title of the first filmUniverse (Morton S. Roberts,omy Observatory). The seconding the Milky Way (George W.tory). Both films are available

is A Radio View of theNational Radio Astron-film is entitled Explor-Preston, Lick Observa-from Modern Learning

B. BIOLOGY

27. BIOLOGICAL SCIENCES CURRICULUM STUDY(BSCS). William V. Mayer, University of Colorado,P.O. Box 930, Boulder, Colo. 80302. (Grantee: Ameri-can Institute of Biological Sciences, 3900 WisconsinAve., N.W., Washington, D.C. 20016 (1959-1962);University of Colorado, Boulder, Colo. 80302.)(1962-1969)

The BSCS was established for the improvement ofbiological education at all levels. Its initial concentra-tion has been on programs for secondary schoolbiology, including texts, laboratory materials, pro-grammed materials, research problems, films and slidesfor students of diverse abilities from below average togifted in grades 10-12, as well as materials for teachersand administrators. The stress is placed upon teachingmajor principles of biology in depth with specialemphasis on investigative laboratory work and theteaching of science as inquiry. BSCS policy is deter-mined by an elected Steering Committee of biologists,educators and administrators, meeting annually orsemi-annually, and an Executive Committee meeting asrequired. The content for each major program is re-viewed by a special committee of persons well qualifiedin the particular field.

Three versions of a modern high school course inbiology are now available for use in the tenth grade.Although approximately 70 percent of the content iscommon to all three versions, each one approaches thestudy of biology from a distinctive point of view. Bi-ological Science: Molecules to Man (Blue Version) usesa molecular-biochemical-evolutionary approach; HighSchool Biology: BSCS Green Version, an ecological-evolutionary approach; Biological Science: An InquiryInto Life (Yellow Version), a cellular-biochemical-evolutionary approach. These three courses are equiva-

Aids, 1212 Avenue of the Americas, New York, N.Y.10036, on a reri,ai or sales basis.

Further information may be obtained from H. M.Gurin, Executive Officer, The American AstronomicalSociety. (See also project No. 14)

lent in depth of content and designed for students ofaverage and above-average ability. Each version in-cludes a text, laboratory materials, teachers' manual,quarterly tests and a comprehensive final examination.

BSCS laboratory blocks provide six-week programsof concentrated investigation suitable for regularMasses, and cover a wide range of areas, includingdevelopment, ecology, behavior, genetics, and metabo-lism. A book describing many items of home-made,relatively inexpensive equipment and simplified labora-tory techniques has also been produced.

A special handbook for teachers discusses the aims,philosophy, and methods of the BSCS and also pre-sents a set of Invitations to Enquiry, prepared discus-sions on selected biological problems designed to bringout aspects of scientific methods and philosophy.

For academically unsuccessful students the BSCShas prepared a set of materials under the title of Bio-logical Science: Patterns and Processes. These materialshave been successful with students who have difficul-ties with regular classroom materials. This programincludes a sequence of varied student materials and acomprehensive teacher's edition.

For very capable students the BSCS has published aseries of four volumes containing a total of 160selected investigations they might wish to undertake.

The Biological Sciences Curriculum Study has alsoprepared a second course in biology emphasizing ex-perimentation and the processes of science. Thisvolume is a non-repetitive work, depending on thestudent's prior knowledge of biology but not recapitu-lating it. It consists of a text and a detailed teacher'sedition.

Other aids for students include a series of pro-grammed materials on such topics as population

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genetics, DNA, human reproduction, and energy rela-tionships, a series of pamphlets on special topics inbiology, a sequence of inquiry slides that can be pro-jected in daylight upon a blackboard and the imagemarked upon by student and teacher in carryingthrough the inquiry, and a series of 40 Single TopicInquiry Films, which serve as data sources for investi-gating a specific biological problem.

For information purposes the BSCS produces aNewsletter available free upon request, a Bulletin Seriesconcerned with special aspects of biological education,a Special Publication Series dealing with teacher prep-aration, teacher training films and an information filmcirculated upon request to those interested in the pro-grams of the BSCS.

For a current listing of BSCS materials and theirsources write directly to the project director. BSCSInternational News Notes provides information onBSCS materials that have been translated into lan-guages other than English.

Further information is available from the projectdirector. (See also project No. 23)

28. "LIVING BIOLOGY" FILM SERIES. John J. Leeand Martin Sacks, City College of New York, ConventAve. at 138th St., New York, N.Y. 10031.(1969- ) (Former grantee: Yeshiva University, 55Fifth Ave., New York, N.Y. 10003; former director:Roman Vishniac) (1960-1969)

A series of 16 mm sound-color films has been pro-duced that explores the physiology, diversity, struc-ture, behavior, and interactions of plants and animalsin their natural habitats. The intent of the film makerswas to depict a candid investigation of the life of theseorganisms without producing an artificial atmosphere.Because the students see the events happening in nativeenvironments, it is as if they were the original investiga-tors; they see the dynamic living processes upon whichcurrent interpretation and theory are based. Film titlesinclude: Microscopic Algae; Life of the Pond (TheStanding Water, Life in the Pend, The World of ManyHabitats); The Living Tide (The Rocky Shore, TheBrim of Sand, The Edge of sea). A number of filmloops and shorter single concept films are in prepara-tion.

Distribution of the films for sale or rental: McGraw-Hill Book Co., 340 West 42nd St., New York, N.Y.10036; Universal Education and Visual Arts, 221 ParkAvenue South, New York, N.Y. 10003. Further infor-mation can be obtained from the project director.

III. BIOLOGY

29. FILMS ON THE NATURE OF VIRUSES. WendellM. Stanley, Virus Laboratory, University of California,Berkeley Calif. 94720. (1959-1961)

Eight 16 mm, black-and-white, sound films, each 30minutes, were designed to help acquaint high schooland college students and teachers and the generalpublic with recent accomplishments of research invirology and implications for understanding certainfundamental problems in biology, and to broaden gen-eral appreciation of the role of research in basicscience. They were prepared by the project directorand six senior staff members of the Laboratory, aidedby E. G. Valens, Jr., and in cooperation with educa-tional television station KQED-TV, San Francisco, W.A. Palmer Films, Inc., and the University's Departmentof Visual Communications. They have been shown oneducational television stations throughout the country.Titles of the films are: Between the Living and theNon-living, Giant Molecules, The Stuff of Life, ViralGenes, How Viruses Kill, Threads of Life, Killers andCarcinogens, and Cancer.

W. M. Stanley and E. G. Valens, Jr., Viruses and theNature of Life (E. P. Dutton and Company, 201 ParkAvenue South, New York, N.Y. 10003, 1961). Basedon the television series.

Film rental and purchase, television use: NationalEducational Television Film Service, Indiana Univer-sity, Bloomington, Ind. 47405.

30. A SPECIAL ISSUE ON PLANT PATHOLOGYFOR THE AMERICAN BIOLOGY TEACHER. C. W.Boothroyd, Department of Plant Pathology, CornellUniversity, Ithaca, N.Y. 14850. (Grantee: AmericanPhytopathological Society, St. Paul, Minn. 55104.)(1966)

In producing a special issue (August 1966) of theAmerican Biology Teacher devoted entirely to the onetopic, this project seeks to (1) acquaint biology teach-ers with the science of plant pathology as a means ofexpressing many of the concepts of general biology,and (2) offer these teachers some simple, but challeng-ing exercises that can be perfort..-.ed in the classroom,the laboratory, and the field.

Copies of this special issue may be obtained freefrom the Business Manager, American Phytopatho-logical Society, 1821 University Ave., St. Paul, Minn.55104.

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III. CHEMISTRY

C. CHEMISTRY

31. CHEMICAL EDUCATION MATERIAL STUDY(CHEM Study). Getup C. Pimentel, Department ofChemistry, University of California, Berkeley, Calif.94720. 0960-1969) (Former grantee: Ohio State Uni-versity, Columbus, Ohio 43210.) (1959-1960)

CHEM Study resulted, in large part, from a recom-mendation made in 1959 by a committee establishedby the American Chemical Society. This committee,after examining the purposes, content and limitationsof then current high school chemistry courses stronglyrecommended a new program of instruction whichwould emphasize the experimental approach to chemis-try and the critical importance of laboratory work.

The content and philosophy of the new course re-flect the cooperative efforts of university scientists,industrial scientists, and experienced high school chem-istry teachers. The CHEM Study materials were pro-duced over a three-year period. During this timeexperimental texts, laboratory manuals and films wereutilized by some 200 individual teachers and more than125,000 students. The results of the feedback, as thematerials were used, were incorporated in the finaleditions of the texts and films.

The course was designed to be useful 0 the studentwho was college bound, and also to the student forwhom CHEM Study would be a terminal course. Spe-cial emphasis was given to the close integration oftexts, laboratory manuals and films. Films wereproduced to accomplish those things which could notbe done as well in the classroom by the students or theteachers because of impracticality, danger or expense.Furthermore, some concepts could be demonstratedmost effectively through the use of animation, a fieldin which film is especially effective.

Throughout the course emphasis was placed on prin-ciples, the understanding of which would grow out ofexperiments. History and descriptive chemistry werede-emphasized.

The materials produced by the study consist of atext, laboratory manual, a very detailed teachers' guide

(785 pages), two self-instruction programs, The SlideRule and Exponential Notation, two series of achieve-ment tests, 26 basic films, 17 teacher training films, apresentation film, and information film and two mono-graphs relating to and supplementing the course.

The written materials have been translated intotwelve languages and some or all of the films have beentranslated into seven languages.

A list of materials and the sources from which theymay be obtained follows: W. H. Freeman & Co., 660Market St., San Francisco, Calif. 94104: ChemistryAn Experimental Science (text, laboratory manual,teachers' guide, 2nd ed., 1965); Study AchievementExaminations; Programmed Instruction Pamphlets(Exponential Notation, Thr Slide Rule and Achieve-ment Tests, which include two series, 196364 and1964-65). Monographs published by Prentice-Hall, Inc.,Englewood Cliffs, N.J. 07631 are: Man-Made Transura-nium Elements (G. T. Seaborg) and Why Do ChemicalReactions Occur? (J. A. Campbell). CHEM Study filmsare distributed by Modern Learning Aids, 1212 Avenueof the Americas, New York, N.Y. 10036.

32. CHEMICAL BOND APPROACH PROJECT (CBA),Laurence E. Strong, Department of Chemistry, Earl-ham College, Richmond, Ind. 47374. (1958-1968)

This high school course is presented through a text-book and laboratory guide designed to be usedtogether. These materials were developed and testedover several years (1959.63) in high school classroomsthroughout the country. The development in the textproceeds in five parts: The Nature of Chemical Change;Electrical Nature of Chemical Systems; Models as Aidsto the Interpretation of Systems; Bonds in ChemicalSystems; Order, Disorder, and Change. A systematicattempt is made to distinguish between the data pro-duced by experiment and imaginative ideas used tointerpret data. The course emphasizes logical schemeswhich permit students to investigate and interpret avariety of chemical systems; for instance, the use of a

20 25

simplified molecular orbital treatment of molecularstructure is designed to help students understand thefundamental basis of current thinking about the electri-cal nature of matter. The closely related laboratorywork develops from early experiments with rathercomplete directions to experiments late in the coursewhich leave much of the design to students. New typesof experiments include the use of the method of con-tinuous variations and simple thermochemical measure-ments. A major feature of the laboratory work is ascheme of vertical development whereby groups ofexperiments are designed to fit together in such a waythat students develop both technical facility and inter-pretive skill in moving from simple to fairly complexinvestigations.

A set of achievement examinations to accompanythe course is available. Translations in Spanish, Portu-guese, and Japanese of the text materials are in prepa-ration. A number of programmed instruction materialsincluding programs on electrostatics, charge cloudmodels, and thermochemistry are being developed toaccompany parts of the course.

Available from Webster Division, McGraw-Hill BookCompany, Manchester Rd., Manchester, Mo. 63011:Chemical Systems (Textbook), Teachers' Guide; Inves-tigating Chemical Systems (Student LaboratoryGuide), Teachers' Guide; Examination Sets; andAnswer Sheets for Examinations.

Relevant references: L. E. Strong and M. K. Wilson,"Chemical Bonds: A Central Theme for High SchoolChemistry," Journal of Chemical Education 35, 56(1958); L. E. Strong, "Facts, Students, Ideas," Ibid.39, 126 (1962) and "Chemistry as a Science in theHigh School," The School Review 70, 44 (1962); andR. W. Heath and D. W. Stickel!, "CHEM and CBAEffects on Achievement in Chemistry," The ScienceTeacher 30, 5 (1963). (See also project No. 33)

33. LABORATORY EXPERIMENTS FOR CHEMIS-TRY COURSES. H. A. Neidig, Department of Chem-istry, Lebanon Valley College, Annville, Pa. 17003.(1964-1966)

The first phase of this project consisted of an8-week summer institute in which thirty-one secondaryschool chemistry teachers participated during the sum-mer of 1965. The institute program was supervised bya group of secondary school teachers and collegeprofessors. During the first part of the institute, theparticipants conducted six different laboratory investi-gations using recent developments in laboratory opera-

t I t '

III. CHEMISTRY

tions. Sufficient data were collected to permit statisti-cal treatment. A number of chemical systems wereinvestigated using several different experimentalapproaches for the latter part of the institute. Datawere obtained that were related to specific concepts ofchemical principles. Representative of the type ofinvestigations that were conducted was a study ofaqueous solutions of sodium phosphate, of sodiumhydrogen phosphate, of sodium dihydrogen phosphate,and of phosphoric acid using potentiometric titrationsand thermochemical procedures. The resulting dataappear to be useful for relating enthalpy, free energy,and entropy changes and for comparing the nature ofthe various phosphate species.

The second phase of the project was conducted incooperation with a number of high schools, colleges,and universities during the 1965-66 academic year. Theexperiments written on the information obtained dur-ing the institute were evaluated on the basis of theresults obtained by students in the laboratory.

The third phase of the project involved the publica-tion of those experiments which appeared to be themost useful. The following papers have been published:"An Investigation of the Determination of the Calorim-eter Constant," Current Topics, Webster Division,McGraw-Hill Book Company, 5, No. 3, 1966; "Statisti-cal Treatment of Experimental Data," Chemistry 40,28-32, November 1967 and 40, 28-31, December 1967;and, "The Chemistry of Orthophosphoric Acid and itsSodium Salts," Journal of Chemical Education 45, 57(1968). Additional papers are being prepared for publi-cation. It is hoped that the investigations described inthese papers will serve as source material for individualswho are interested in developing their own experi-ments. (See also project No. 32)

34. VISUAL AIDS FOR TEACHING CHEMISTRY.R. T. Sanderson, Department of Chemistry, ArizonaState University, Tempe, Ariz. 85281. (1959-1962)

Three 45-minute sound-color, filmed lectures dem-onstrate the construction and use of new chemistryteaching aids developed previously: (1) Atomic Models,Valence, and the Periodic Table; (2) New Models ofMolecules, Ions, and Crystals: Their Construction andGeneral Use in Teaching Chemistry; and (3) A SpecialSet of Models for Introducing Chemistry. Other workincludes (1) further development of the models de-scribed in the films, (2) preparation of a laboratoryexercise on valence and a lecture aid for teachingatomic structure, and (3) construction of a portablethree-dimensional periodic table.

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III. CHEMISTRY III. EARTH SCIENCES

R. T. Sanderson, Teaching Chemistry with Models(D. Van Nostrand, Reinhold Company, 450 W. 33rdSt., New York, N.Y. 10001, 1962). This book de-scribes in detail the teaching uses of the new atomicand molecular models and tells how to build hundredsof models.

The following papers in the Journal of ChemicalEducation are of either direct or supplementary inter-est:

"Models for Demonstrating Electronegativity andPartial Charge" 36, 507 (1959); "Atomic Models inTeaching Chemistry" 37, 307 (1960); "Valence: ALaboratory Exercise for General Chemistry" 37, 261

Meteorology

D. EARTH SCIENCES

35. MOTION PICTURES IN METEOROLOGY. Ken-neth C. Spengler, Executive Director, AmericanMeteorological Society, 45 Beacon St., Boston, Mass.02108. (1960- )

A series of educational films on various physical anddynamical aspects of the atmospheric sciences is beingprepared as supplemental teaching aids and as resourcematerial for earth science courses at the junior andsenior high school level and for beginning meteorologycourses at the college level. Consisting primarily of 16mm sound, in either black-and-white or color, asdeemed appropriate, the films have been prepared byone or more outstanding scientists in collaborationwith various directors and film producers. Althoughthe major effort has been placed on films whose lengthruns from 20-30 minutes, a few "single concept" car-tridged400p films of 3-5 minutes in length have alsobeen prepared and others are in progress.

Guidance for the program is provided by the FilmPanel of the Society, as well as by a specific advisorygroup of specialists selected for each film. For thebenefit of the potential viewer, reviews of the six majorcompleted films have been published in various issues

(1960); "An Aid to Teaching Electronic Configurationsof Atoms" 37, 262 (1960); "Principles of ChemicalBonding" 38, 382 (1961); "Principles of ChemicalReaction" 41, 13 (1964); "Principles of HydrogenChemistry" 41, 331 (1964); "Principles of HalogenChemistry" 41, 361 (1964); "Principles of OxideChemistry" 41, 415 (1964); "A Rational PeriodicTable" 41, 187 (1964).

Film can be rented or purchased from the ExtensionDivision, University of Iowa, Iowa City, Iowa 52240.Suppliers of styrofoam are listed in the book onmodels. Models patterned after those described in thisbook are available from Macro Models, P.O. Box 287,South San Francisco, Calif. 91301.

of Vol. 50 (1969) of the Bulletin of the AmericanMeteorological Society. All films are available from thefollowing distributors on rental, sale or lease basis:Modern Learning Aids, 1212 Avenue of the Americas,New York, N.Y. 10036; Universal Education andVisual Arts, 221 Park Avenue South, New York, N.Y.10003. (See also project No. 36)

36. MONOGRAPH SERIES IN METEOROLOGY.Kenneth C. Spengler, Executive Director, AmericanMeteorological Society, 45 Beacon St., Boston, Mass.02100. (1960- )

In a further effort to provide educational resourcematerial for the science-oriented high school student,for the beginning college student in meteorology, andfor the intelligent layman, the Society has been instru-mental over the past few years in attracting outstand-ing scientists to author popular monographs on variousphysical processes, principles and features of theatmosphere. Published by Doubleday & Company,Inc., Garden City, Long Island, N.Y. 11530, as a partof their Anchor Science Study Series, the volumes are

2.2. 27

designed to inform, stimulate curiosity, and attractpotential students.

The Society's Board of Editors solicits and reviewsmanuscripts, and, based on their evaluation, makesrecommendations to Doubleday with respect to publi-cation. Although a selected number of hard-coverversions are produced, the normal format is in paper-back. Copies may be obtained direct from Doubledayor from most larger bookstores, the paperback varietiesranging in price from $1.00 to $1.50. Reviews of com-pleted volumes are published in the Bulletin of theAmerican Meteorological Society. (See also project No.35)

Oceanography

37. COLUMBIA-LAMONT MARINE SCIENCEFILMS. Maurice Ewing, Lamont-Doherty GeologicalObservatory, Columbia University, Palisades, N.Y.10964(1963 -1968)

The series of four 16 mm films (sound-color, 25-30min. each) is designed to bring important 'recent ad-vances in the study. of the maritime portions of theearth into high school and college classrooms and thusinto the mainstream of science education. Study guidesaccompany the films.

Each of the films is focused on a principal investiga-tor who narrates portions of the film. His workingmethods and problems are shown and described andthe principal facts about that particular discipline arecommunicated.

History Layer by Layer (David B. Ericson, Lamont-Doherty Geological Observatory), shows the process ofraising deep sea cores from the floor of the ocean andhow laboratory examination of fossil remains in thecore reveals climates of the past. For use in earthscience, general science or biology courses, with unitson earth history, climates of the past, and the Pleisto-cene era.

Adaptation to a Marine Environment (MalcolmGordon, University of California, Los Angeles, Calif.),filmed on location in Thailand, describes attempts tofind out how an unusual frog native to the mud flatscan live alternately in fresh and salt water. The film isintended for use in biology, health, physical science, orgeneral science courses, with units on osmosis, hydro-static pressure, diffusion, blood plasma, absorption offood, and excretion of waste.

III. EARTH SCIENCES

Waves Across the Pacific (Walter Munk, institute ofGeophysics and Planetary Physics, La Jolla, Calif.)shows a study of deep ocean waves from their origin instorms off Antarctica to the breaking waves on an Alas-kan beach. Energy spectra, wave amplitude, and wavelength are recorded at island stations along the path ofthe wave train. The film may be used in physicalscience, general science or mathematics courses withunits on wave propagation.

The Earth Beneath the Sea (Maurice Ewing,Lamont-Doherty Geological Observatory), explainshow geophysicists study the portion of the earthbeneath the ocean waters. Samples are obtained bymeans of instruments attached to mile-long cables.Where samples cannot be obtained, recording instru-ments give clues to the nature of the material and theprocesses going on within it. The film is meant for usein earth science, general science, and physical sciencecourses, with units on earth history, geophysics, andoceanography.

The films were produced under the supervision ofthe Lamont-Doherty senior staff, with the aid of anadvisory committee representing other institutions.Distributor of the films is McGraw-Hill Films, Dept.WP, 330 West 42nd St., New York, N.Y. 10036.

38. OCEANOGRAPHYEIGHT NARRATED FILM-STRIPS. Richard C. Vetter, Committee on Oceanogra-phy, National Academy of Sciences-National ResearchCouncil, 2101 Constitution Ave., N.W., Washington,D.C. 20418. (1962-1966)

A series of 35 mm color filmstrips with 15 minuterecorded narrations. Titles include: Physical Oceanog-raphy, Chemical Oceanography, Geological Oceanogra-phy, Biological Oceanography, Ocean Engineering,Marine Resources, Air-Sea Interaction, and A Career inOceanography. Filmstrips average 70 frames and areaccompanied by a recorded narration and bookletscontaining the narration text, a glossary, a bibliogra-phy, and an annotated list of schools, colleges, anduniversities offering courses in oceanography. Eachfilmstrip is designed to be used either as part of thecomplete series, or independently, in classes on biol-ogy, physics, chemistry and the earth sciences. Theseries of 8 filmstrips with records and booklets is avail-able commercially from Encyclopaedia Britannica Edu-cational Corporation, 425 N. Michigan Ave., Chicago,111. 60611; Macalaster Scientific Corp., Rte. 111 andEverett Turnpike, Nashua, N.H. 03060; and QuestFilms, P.O. Box 859, Champaign, Ill. 61820.

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III. INTERDISCIPLINARY

E. INTERDISCIPLINARY

39. BIOMEDICAL INTERDISCIPLINARY CURRICU-LUM PROJECT. Jean G. French, School of PublicHealth, University of California, Berkeley, Calif.94720. (1968- )

The purpose of this project is to develop fornationwide distribution an eleventh and twelfth gradebiomedical interdisciplinary curriculum which willpresent fundamental principles in the basic scienceswithin the framework of health and medically relatedtopics of immediate and current interest to students.Mathematics and communications are presented inconjunction with the life sciences core, and majorportions of the curriculum are directly related to dailystudent experiences in the biomedical laboratory andclassroom.

The first year's material will focus on the physical,biological, and psychological needs of the individual; inthe second year, the students will complete their studyof the individual and will draw on the first year'smaterial to study health problems in the aggregate.

The curriculum will provide the student with aholistic view of man and his environment. Theexpectation is to present critical and necessaryknowledge to each student in an exciting manner, sothat he will be interested in directing his attentiontoward the biomedical field. He will be able to relatethe school experience to potential work experience,and, most important, the student should have a betterappreciation fort and understanding of our complexbidsphere.

By its content and approach the program is

intended to interest and motivate those students who,though capable, have difficulty handling abstractconcepts when unrelated to practical application andvocational opportunities.

Additional information can be obtained from theproject director.

40. PORTLAND INTERDISCIPLINARY SCIENCEPROJECT. Karl Ditmer, Portland State University,Portland, Oreg. 97207. (1969- )

The Portland Project Committee assembled in 1963to consider development of interdisciplinary coursesfor secondary school science students. Their first effortconsisted of an integrated chemistry-physics coursewhich was subsequently adopted in approximately 50schools distributed nationally. The current effort ofthe committee is development of an integratedbiology-chemistry-physics sequence for secondaryschool use. Foremost among the motivational factorswhich have led the Committee to development of inter-disciplinary courses are that (1) concepts often treatedin one science discipline are crucial as background forother sciences, (2) educated men and women must besomewhat literate in several sciences rather than onescience, (3) there is obvious redundancy in sciencecontent from course to course, (4) today the attack on

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III. INTERDISCIPLINARY

research problems (both pure and applied) is interdisci-plinary, and (5) a fundamental goal of science is tosimplify and search for 'unity rather than to acceptdisorder in nature. Therefore, the teaching of science,the Committee believes, should reflect this unity.

The first year of the integrated sequence may beconsidered both preparatory for what is to come insuccessive years and may also be viewed as a terminalcourse for students at the ninth or tenth grade level.Year. One is divided into four parts. These are Percep-don and Quantification; Heat, Energy and Order; Miceand Men; and Environmental Balance. A sound cross-disciplinary view of biology, chemistry, and physicswith unifying themes is presented here. Year Two con-sists of two parts. These are Motion and Energy andChemical Reactions. The main focus in Year Two is tolay the necessary background in chemical and physicalphenomena so that students are equipped to proceedinto the third year of the course where a substantialamount of biochemical and biophysical concepts areintroduced. Year Three consists of four parts. Theseare Waves and Particles, The Orbital Atom, Chemistry

III. MATHEMATICS, COMPUTERS

of Living Matter and Energy, Capture and Growth. Thefirst thrust is to build the orbital model of the atomusing as background waves, electromagnetism, and his-torical models of the atom. With shape, size and energyrelationships of molecules established, the DNA mole-cule is introduced. A culmination of this work comesin the final section where photosynthesis is considered.With this topic much that has gone before is broughtinto logical focus.

A pilot school study involving fifteen Portland areasecondary schools is underway. The third year of thesequence was formulated in the summer of 1969 and isnow undergoing testing in eight of these pilot schools.

A collection of papers titled Excerpts from aTeacher's GuideBiology, Chemistry, PhysicsA ThreeYear Sequence is available by writing to Dr. MichaelFiasca, Portland Project Co-Director, General ScienceDepartment, Portland State University, Portland, Ore.97207. First year teacher manuals and student manualswill be available in 1970.

Further information is available from the projectdirector.

F. MATHEMATICS, COMPUTERS

41. SECONDARY SCHOOL MATHEMATICS CUR-RICULUM IMPROVEMENT STUDY. Howard F. Fehr,Box 120, Teachers College, Columbia University, NewYork, N.Y. 10027. (1969- )

This project is an experiment in curriculum con-struction and classroom teaching of contemporarymathematics. The curriculum eliminates the traditionalseparation of the several branchesarithmetic, algebra,geometry, analysisand unifies the instruction throughits fundamental concepts (set, relation, mapping,operation) and structures (group, ring, field, vectorspace). Efficiency gained by this construction permitsthe introduction into high school of much mathematicspresently taught to undergraduates.

A program based on a similar construction has beendeveloped for junior high school students who are col-lege bound. Based on realized goals, the present study

is extending the program through the three-year seniorhigh school. That formal mathematics can be organizedin terms of fundamental concepts and structures be-came well known through the work in foundations atthe turn of the century and the Bourbaki analysisbegun in the late 1930's. What was not known was howthis organization could be presented in teachable formto secondary school students. Guidelines for this be-came available through the OECD seminars andnational committees in other countries.

The program has a helical arrangement with themajor structures forming the axis, around which aredeveloped the important realizations and activitieswithin these structures. For algebra, the realizations arethe number systems: clock numbers, whole numbers,integers, rationale, reals, cuir,plex numbers, and mat-rices. The activities include variables, expressions,transformations, functions, solutions of sentences,

25 ao

III. MATHEMATICS, COMPUTERS

graphs, problems, proof. For geometry, the realizationsare lattice points, transformations, affine space, co-ordinatized space, vector geometry, and Euclideanspace. The activities consist of isometrics and congru-ence, similitudes and similarity, affine transformations,constructions, proof and axiomatics. Geometry andalgebra merge in vector space structure, and all becomea basis for the study of analysis.

In Courses I through IV (grades 7-10), the teachingof applications is waived in favor of preparation forfuture study of applied mathematics. This preparationincludes (I) an understanding of real numbers and theiruse in measure, the geometry of space, and probabilis-tic thinking; (2) axiomatic mathematical systems asmodels of physical systems, and (3) facility in usingcomputer and numerical methods as tools. With theseconceptual and technical tools available, Courses V andVI will focus on using mathematical methods to solvereal problems.

The content and pedagogical features are deter-mined by an eminent group of American and Europeanmathematicians and mathematics educators. The exper-imental materials are taught in six schools with twospecially trained teachers in each class session. Eachcourse undergoes two revisions before release for pub-lic use.

Available from Teachers College Press, 1234Amsterdam Ave., New York, N.Y. 10027: UnifiedModern Mathematics, Course I, 2 parts and Teachers'Commentary; Course II, 2 parts and Teachers' Com-mentary; and Course III, 2 parts.

Available from the project office: Bulletin of infor-mation Nos. 3 and 4. The following materials arelimited to use by university and supervisory personsinterested in the program: Course III, Teachers' Com-mentaries (mimeographed); Course IV, ExperimentalTextbook, 2 parts; and Course iv, Teachers' Commen-taries (preliminary, mimeographed).

Further information may be obtained from theproject director.

42. PREPARATION OF MATERIALS FOR PRE-LIMIT CALCULUS. Haim Reingold, Department ofMathematics, Illinois Institute of Technology, Chicago,111. 60616. (1965- )

The new approach to the teaching of calculus basedon the earlier work of Dr. Karl Menger will be furtherdeveloped. In that work, graphic and numerical meth-ods are used to initiate the beginner into the under-standing of the concepts of area and slope and their

reciprocity. The limit concept is introduced after thestudent has gained a full understanding of the essenceof calculus by elementary means. Applications, basedon careful distinctions between the ideas of extramath-ematical fluents ("variable quantities") and mathe-matical variables, follow articulately formulated rules.Materials produced in the further development of thisapproach will pertain to the theory f maxima andminima, rate problems, and applications of calculus togeometric questions. They will include problems andexercises comprehensible and int..iresting to the begin-ner about extrema and related rates of change as wellas tangents, normals, and curvature of curves.

The material to be developed will be tried out firstwith high school teachers and then, through them aswell as directly, with high school students. The result-ing material will be made available in manuscript formto interested mathematicians, mathematics educators,and schools.

Further information is available from the projectdirector.

43. HIGH SCHOOL COURSE IN MODERN COORDI-NATE GEOMETRY. Robert A. Rosenbaum, WesleyanUniversity, Middletown, Conn. 06457. (1964-1967)

A textbook, with an accompanying teacher's com-mentary, for a tenth year geometry course has beenprepared, based on Modern Coordinate Geometry (ex-perimental edition, School Mathematics Study Group,1961). The distinctive feature of the text is the devel-opment of affine geometry before Euclidean. Coordi-nates are used at the outset in a natural way, yielding abody of knowledge unlike that of the traditional highschool course but very much like the kind of geometryactually used in subsequent scientific situations.

The text materials were tested in thirty-five classesduring 1964-65 and were revised in the light of thisexperience. Further trials during 1965-66 resulted in afinal version which has been published, along with aTeacher's Commentary, by Houghton Mifflin Co., 2Park St., Boston, Mass. 02116, under the title ModernCoordinate Geometry.

Further information is available from the projectcoordinator, Harry Sitomer.

44. PROGRAMED CORRESPONDENCE COURSESIN ALGEBRA AND GEOMETRY TRAINING OFSECONDARY SCHOOL MATHEMATICS TEACH-ERS. Wells Hively H, Department of EducationalPsychology, University of Minnesota, Minneapolis,

26 31

Minn. 55455. (Grantee: Minnesota Academy of Sci-ence, 3100 38th Avenue South, Minneapolis, Minn.55406.) (1963-1966)

Two separate courses have been developed, one inalgebra and one in geometry. These are intended toprovide the foundations needed to teach any of thenewer secondary school curricula. The courses are pro-gramed for self-instruction and designed to be entirelyself-contained. Each is approximately equivalent to athree-quarter hour course (about 100 hours of work).The algebra course is now published by Addison-Wesley. The geometry course is being brought to com-pletion by the senior author.

A Programed Course in Algebra, Ancel C. Mewborn,University of North Carolina, senior author. Addison-Wesley Publishing Company, Jacobway, Reading, Mass.01867.

A Programed Course in Geometry for Teachers,Murray Klamkin, Ford Scientific Laboratories, seniorauthor. Experimental edition, not yet generally avail-able.

Further information can be obtained from theMinnesota Academy of Science.

45. USES OF MATHEMATICS IN SCIENCE TEACH-ING. J. A. Easley, Jr., Department of ElementaryEducation, University of Illinois, Urbana, Ill. 61801.(1967-1969)

The project has studied ways of improving scienceteaching at secondary school levels through moreappropriate uses of elementary mathematics and hasdeveloped sample articles on the uses of mathematicsfor science teachers. Working with experienced andbeginning science teachers at the University of IllinoisLaboratory High School, the project has explored a fairsample of mathematical techniques in a variety of highschool science courses. A number of points at whichmathematics can be used more appropriately and moreeffectively have been identified, and new or improvedmathematical treatments of scientific topics have beenexplored. It has been found that what appears to be anunfamiliarity with standard mathematical operations isoften a confusion about a scientific concept or therelation between science and mathematics. Misunder-standing of this sort is much more common than mostscience teachers expect, perhaps because children fromthe age of 8 or 10 are forming theories about the worldof their experience. Some of the articles that have beenprepared deal with techniques for understanding the

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conceptual approaches and difficulties children have inquantitative thinking.

The articles developed were conceived as possibleentries for a handbook for science teachers. Severalavenues of publication are being explored for the 13articles in hand in hopes that more will be contributedby other groups and authors. It is hoped that widedissemination of this kind of material will help teachersresolve existing difficulties in relating mathematicaltechniques and concepts in science courses to themathematics background of their students.

Further information may be obtained from theproject director.

46. DEMONSTRATION OR EXPERIMENTATION INCOMPUTER TRAINING AND USE IN SECONDARYSCHOOLS. Thomas E. Kurtz, Kiewit ComputationCenter, Dartmouth College, Hanover, N. H. 03755.(1967- )

This project is examining how a wide variety ofsecondary public and private schools can make use ofcomputing in their regular classes.

Significant classroom uses have appeared in mathe-matics (7-12) and the sciences (8-12). Special projectsin the social sciences have been produced by students.Occasional uses have occurred in English, language, andbusiness classes.

A large number of preliminary drafts of teachingunits prepared by teachers are now available. These"Topic Outlines" in addition to discussing ad hoc usesof computing in various subjects also present severaldifferent schemes for introducing computer program-ming to students.

In addition to the work done within each school,the college has been concerned with the general prob-lem of how a university computing center branches outto become a regional computing center for secondaryschools and colleges. Some comments on this problemare to be found in the interim report listed below.

By the end of the current school year, the projecthopes to have refined and published several majorcourse outlines detailing where and how a time-sharedcomputer can be well used in regular secondary schoolclasses.

Publications:a. Dartmouth Publications, Dartmouth College,

Hanover, N.H. 03755: BASIC Manual, 4th ed.(1967), and BASIC Manual, 5th ed. (1970).

III. MATHEMATICS, COMPUTERS

b. John Wiley & Sons, Inc., 605 Third Ave., NewYork, N.Y. 10016: BASIC Programming(Kemeny, Kurtz) (1967).

c. Kiewit Computation Center, Dartmouth Col-lege, Hanover, N.H. 03755: Interim Report(J. Nevison) (1968); Interim Report II(J. Daver) (1969); High School BASIC(K. Weissman) (1969) "Topic Outlines" andMonthly Bulletin for Secondary Schools.

Further information is available from the projectdirector.

47. INEXPENSIVE DIGITAL COMPUTERS. Allen L.Fulmer, Department of Science and Mathematics,Oregon College of Education, Monmouth, Oreg.97361. (1960-1963)

SPEDTAC (Stored Program Educational DigitalTransistorized Automatic Computer) is a serial, singleaddress, fixed point, binary-type internally stored pro-gram digital computer designed specifically as a class-room and laboratory tool to aid in teaching mathe-matics and engineering courses. The computer featuresa non-volatile magnetic disc memory with a capacity of256 thirteen-bit words, and an average access time of8.3 msec. A modern teletype printer is utilized forinput-output and other types of nput-output equip-ment may also be added.

III. PHYSICS, PHYSICAL SCIENCE

Further information, including a description ofclosely related projects (a new and improved Educa-tional Digital Computer, high school pilot programs incomputer education, suggested high school course out-lines), and sources of commercially available versionsof these computers may be obtained from the projectdirector.

48. EDUCATIONAL COMPUTER KIT. Arnold H.Koschmann, Department of Electrical Engineering,University of New Mexico, Albuquerque, N. Mex.87106.(1959 -1963)

The University of New Mexico Educational Com-puter is a digital computer with an internally storedprogram; it includes the basic features of modern high-speed digital computers. The memory has a capacity of384 words consisting of 15 binary digits plus sign bit.Operation is in the binary number system, with pro-vision for octal input and output. The major purposeof the machine is to serve as a vehicle for teachingcertain topics in mathematics and physics, as well asfor teaching the principles of modern computer opera-tion and programming. Because of its slow speed, thecomputer is well adapted to educational use but is notwell suited to lengthy computation.

Further information is available from the projectdirector.

G. PHYSICS, PHYSICAL SCIENCE

49. THE PROJECT PHYSICS COURSE (PPC). GeraldHolton, Department of Physics; Fletcher G. Watsonand F. James Rutherford, Graduate School of Educa-tion, Harvard University, Cambridge, Mass. 02138.(1965-1969)

Based on the encouraging results of a two-year,small-scale feasibility study underwritten by a grantfrom the Carnegie Corporation, the project PhysicsCourse was initiated in 1964.65, supported by fundsfrom the Carnegie Corporation, the Sloan Foundation,and the U.S. Office of Education. As the project

28

moved into its second year, it also began to receivesupport from NSF. The purpose of PPC has been tocreate a physics course that would be appealing andinstructive to a wide variety of studentsincludingthose already intent on scientific careers, those whomay not go on to college at all, and those who incollege will concentrate on the humanities or the socialstudies. For the last group in particular, it has beennecessary to show that physics is neither an isolatedand bloodless body of facts and theories with merelyvocational usefulness, nor a glorious entertainment re-stricted to an elite of specialists. Rather, it has been the

intent to present physics as a beautifully articulated,yet always unfinished creation of the forefront ofhuman ingenuity. Thus, while the new course, nowbeing introduced in many high schools and some juniorcolleges in the U.S.A. and abroad, is centered on a solidintroduction to physics, including some of its recentdevelopments, it has specific features to distinguish itfrom most existing physics courses. For example, asthe occasion arises, the text, or assignments in a supple-mentary reader, stress the humanistic background ofthe sciences: how modern physical ideas have devel-oped, and who the men and women were who madekey contributions; the effect which physics has had onother sciences, especially chemistry and astronomy; thefact that the progress in physics contributes to contem-porary technology and in turn is stimulated by it; andthe social consequences of scientific advance. The proj-ect has developed not only a text, but the necessaryarray of instructional materials: laboratory apparatus,films, film loops, programed instruction, special read-ings, transparencies, examinations, teachers' guides,etc. A detailed evaluation of the impact of the courseon students has been carried out.

Newsletters describing the project are available.These and a bibliography of published evaluations andresearch reports can be obtained by writing to theExecutive Director, F. James Rutherford, The ProjectPhysics Course, 8 Prescott St., Cambridge, Mass.02138. All components of the PPC (texts, films, appa-ratus, etc.) are obtainable through Holt, Rinehart &Winston, Inc., 387 Madison Ave., New York, N.Y.10017. (See also project No. 50)

50. COMPUTER-BASED SELF-INSTRUCTIONALCOURSE FOR SUPPLEMENTARY TRAINING OFSECONDARY SCHOOL TEACHERS OF PHYSICS.Arthur H. Rosenfeld and Noah Sherman, LawrenceHall of Science, University of California, Berkeley,Calif. 94720. (1969- )

The purpose of this project is to produce some pro-totype programs for a computer-based self-instruc-tional course for the project physics course which canbe used in training high school science teachers. Theproject will involve physicists and science educatorswho have been concerned for some time with problemsof teacher education and also computer scientists whowill collaborate in the production of the pilot pro-grams. The motivation for the development of the pro-totype programs is the potential of such materials as aresource in science education, particularly in the train-

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ing of school teachers who, through self-instruction,could further the implementation of curriculuminnovations. The immediate objectives are the produc-tion of about 20 hours of material on suitable funda-mental subjects selected from each of the basic units ofthe Project Physics curriculum. The programs will beprimarily in the conversational mode and will includeattempts to incorporate computing, problem solving,modeling, and laboratory simulation. As the programsreach trial stages, small numbers of high school teach-ers in the San Francisco Bay area will be invited to usethem and provide a few exchanges of feedback,revision, and re-trial.

The basic hypothesis underlying the project is thatcomputer-based self-instruction is particularly valid inthe training of school teachers and the implementationof new course improvements. Self-instructional materi-als prepared with the kind of range and flexibilitymade possible by the computer offer the scienceteacher individual continuing support in his efforts tolearn and implement curriculum innovations. Thismode of instruction may be more effective than con-ventional teacher institutes and thereby justify theeffort and cost required to develop it. Thus, althoughcomputer-based self-instruction may not yet be eco-nomical for high school students, its value in teachertraining is multiplied by the number of students whoultimately benefit from the better-trained teachers.One important aspect of the project, therefore, is anattempt to assess the effectiveness of such an approachto teacher training and to develop information on costin time and money required to produce computer-based self-instructional materials at the required levelof sophistication. Other aspects to be investigated arethe attitudes of teachers in particular and of users ingeneral toward such materials, and the ability of user-teachers to produce their own revisions and extensionsfor people like themselves and for their students.

Further information can be obtained from the proj-ect directors. (See also project No. 49)

51. PHYSICAL SCIENCE STUDY COMMITTEE(PSSC). Uri Haber-Schaim, Education Department Cen-ter, Inc., 55 Chapel St., Newton, Mass. 02160.(1959-1968) (Former grantee: Massachusetts Instituteof Technology, Cambridge, Mass. 02139.) (1956-1959)

The PSSC phyics program has developed a text-book; a laboratory guide with new experiments; simpli-fied, low-cost apparatus in kit form; 54 films which setthe tone and standards for the course; achievement

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III. PHYSICS, PHYSICAL SCIENCE

tests; an extensive library of paperbound books writtenby distinguished authors on topics of science; andteachers' guides which provide background materialand make concrete suggestions for class and laboratoryactivities. All course materials are available from thecommercial sources listed below. The PSSC course con-sists of four closely interrelated parts. The first is ageneral introduction to the fundamental physicalnotions of time, space and matter. This is followed bya study of light, both optics and waves; a study ofmotion from a dynamical point of view; and a study ofelectricity and the physics of the atom. The courseconcentrates on fewer facts than are usually includedin an elementary physics course. Considerable time isspent on the stories running through physics which tietogether the facts with explanations. The laboratory isan important tool in learning the ideas and is on anequal level with the textbook, class discussions, andfilms as a means of learning and teaching.

The text, Physics, laboratory guide, and teachers'guide, published in 1960 have been revised and pub-lished in 1965 in a new edition. Four chapters of thetext have been extensively reorganized and rewritten,five chapters have been shortened and five have beenreorganized or reworded. Homework problems havebeen thoroughly revised for each chapter on the basisof teacher feedback information. Also, a new type ofshort problem has been included in the new edition indirect response to teacher feedback. Each of these newproblems refers to a particular section of the chapterand uses material only from that section. The problemsare identified by a section reference number, andanswers are given in the back of the book. The newlaboratory guide contains several new experiments.Several old experiments have been reduced to thestatus of "necessary demonstrations." The teachers'guide has been revised to bring it into conformity withthe revised text and laboratory guide.

Further information is available from EducationDevelopment Center, Inc.

Materials: the textbook Physics, laboratory guide,and teachers' guide: D. C. Heath & Co., 125 Spring St.,Lexington, Mass. 02173

Apparatus kits: available from several supply com-panies.

Achievement tests (3 batteries: the original battery,an alternate battery, and a scrambled version of theoriginal battery): Cooperative Test Division, Educa-tional Testing Service, Princeton, N.J. 08540.

PSSC films (each 16 mm, sound and black-and-white except as noted), rented and sold by ModernLearning Aids, 1212 Avenue of the Americas, NewYork, N.Y. 10036. (See also project No. 52)

52. PHYSICAL SCIENCE STUDY COMMITTEEADVANCED TOPICS SUPPLEMENT. Uri Haber-Schaim, Education Development Center, Inc., 55Chapel St., Newton, Mass. 02160. (1960-1969)

This course is intended for use interspersed in thePhysical Science Study Committee (PSSC) course, asadditional material for a high school course followingPSSC, or as part of an introductory college course.Materials are available from the commercial sourceslisted below: D. C. Heath & Company, 125 Spring St.,Lexington, Mass. 02173: Textbook and LaboratoryGuide combined, Teachers' Guide; Macalaster Scien-tific Company, Rte. 1 1 1 and Everett Turnpike,Nashua, N. H. 03060: Laboratory Equipment; ScienceElectronics Division General Electronics Labs, 1085Commonwealth Ave., Boston, Mass. 02215: Labora-tory Equipment; Educational Testing Service, Prince-ton, N.J. 08540: Achievement Tests; and ModernLearning Aids, 1212 Avenue of the Americas, NewYork, N.Y. 10036: Films. (See also project No. 51)

H. SOCIAL SCIENCES

53. ANTHROPOLOGY CUR R IC ULUM STUDYPROJECT (ACSP). Malcolm Collier, AnthropologyCurriculum Study Project, 5632 Kimbark Ave..Chicago, III. 60637. (Grantee: American Anthropologi-cal Association, Washington, D.C. 20009) (1962- )

ACSP was organized in 1962 by the AmericanAnthropological Association in response to expressionsof interest in the potential contribution of anthropol-ogy to high school education. The principal tasks ofACSP have been definition of that role and

development of materials to fulfill it. Anthropologyhas had no place in the conventional curriculum butACSP materials may well provide the ideas andmaterials school people have been seeking as a basis formodernizing the social studies curriculum.

ACSP draws on the processes and concepts of thesocial sciences to provide students with tools tosharpen analysis, enrich interpretation and increaseinsight into social data. The project chose to developmaterials to reach the largest number of students ratherthan only advanced students or elective courses; and topromote student involvement and to develop a varietyof abilities: observation, speculation, perception ofimplications in data. Student materials includereadings, sound filmstrips, casts of stone tools andfigurines, overhead transparencies and evidence cards.

In developing the experimental courses, the staffconsulted extensively with anthropologists, schoolpeople, and the AAA Advisory Committee. The finalcourse, Patterns in Human History, which uses but isnot limited to ideas and materials from theexperimental courses, is designed to be the firstsemester of a ninth or tenth grade world history orworld cultures program. Anticipated publication date is1970-71. The central idea of the course is culture:what did culture have to do with the evolutionaryprocess that produced man as we know him today ?with humanness ? with human nature ? what havebeen the broad patterns in the evolution of culture ?how have differences in cultural capacities affected therelations between societies? what kinds of culturalchange are involved when a society attempts to"modernize"?

III. SOCIAL SCIENCES

Anthropology is new to most high school teachersso ACSP materials include extensive background forthe teacher. Because Patterns is more selective than the

usual college course, more involving of studentparticipation, and specifically relevant to students'experience of social data, teachers may be at anadvantage in not having taken college courses lackingthese goals.

Early in 1969 a program of research and implemen-tation in the use of ACSP materials was initiated toprovide data to facilitate optimal use of ACSP materi-als and to assess the impact of these materials on: (1)students' intellectual development, and (2) the schoolas a social system.

Materials available on request from ACSP office inChicago: Newsletter, description of course, Patterns inHuman History (early '71), Two Dozen AnthropologyBooks, an annotated bibliography.

ACSP classroom films: Day One and Inference fromArcheological Evidence are 16 mm black-and-white,each about 20 minutes long, each showing a class usingthe first lesson of an experimental course. Rental fees1-2 days: $5 plus return postage and insurance; oneweek: $10 plus return postage and insurance. Ordersand requests for further information from ACSP office.

Available from the Macmillan Company, 866 ThirdAve., New York, N.Y. 10022: The Great Tree and theLonghouse: Culture of the Iroquois by Hazel W. Hertz-berg. Teacher's Manual by Hazel W. Hertzberg. KiowaYears: Study in Culture Impact and Profile of a Peopleby Alice Marriott. Teacher's Manual by Rachel ReeseSady. An Annotated Bibliography of AnthropologicalMaterials for High School Use by James J. Gallagher.

Three-week course, History as Culture Change: AnOverview. (See also project No. 54)

54. ANTHROPOLOGY CASE MATERIALS PROJ-ECT. Robert G. Hanvey, Indiana University Founda-tion, Bloomington, Ind. 47401. (1969- )

This project, a supplement to but not a continua-tion of the Anthropology Curriculum Study Project(ACSP) sponsored by the American Anthropological

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Association, will undertake the generation of an experi-mental, innovative model for change in curriculumimprovement with materials that will supplement thosedeveloped by ACSP. The project intends to developtwo "unfinished" units for the high school level on thetopics of (1) Biological and Social Differentiation ofMan, and (2) Science, Technology and Change. Eachunit will occupy from two to four weeks of class time,and the units will be cross-cultural and comparative.The distinctive feature of this project, the developmentof the units as unfinished packages, is intended to en-courage teachers to concern themselves with the sub-stantive ideas of their courses and to facilitate adapta-tion of curriculum materials to local and/or, changingconditions. Student materials will be made up of"elements" subject to a variety of logical organizationsthat can be intermixed with locally created elements.The project will provide study and discussion materialsto assist social studies teachers in completing the units.These materials will include readings, recorded inter-views with scholars, and documentation of contempo-rary incidents related to the topics under considera-tion. The effectiveness of the materials in theclassroom and the overall effect of this innovation onthe school and community will be assessed by teacherswith procedwes and instruments provided by the proj-ect. (See also project No. 53)

55. FILM SERI EWORK FOR HISTORY."E. Mott Davis, Depa of Anthropology, Univer-sity of Texas, Austin, Tex. 8712. (1961-1964)

The basic purpose of the series is to present onetype of scientific activity, archaeological research inthe United States, as it actually takes placeas scholar-ship, as practical engineering and management in fieldand laboratory, and in general as one of the manyhuman activities that are integral parts of modern civil-ization. The aim is to challenge the student who mightundertake scientific workthe kind who is both practi-cal-minded and intellectually oriented. The focus ofthe series is on reservoir salvage archaeology, whichprovides a forceful example of the close interrelation-ship between non-scientific matters and scientific re-search. The first film tells the story for the country as awhole. Each of the other five includes a brief review ofthe prehistory of one part of the country, and tellshow archaeologists go about their work in that area.The six films (16 mm, color-sound, 29 min.) can beviewed independently, but are more effective whenviewed in sequence. Titles are: Salvaging American Pre-

history, The Woodlands, The Plains, The Desert, Pla-teau and Pacific, Salvaging Texas Prehistory.

Film rentals: Film Booking Office, Visual Instruc-tion Bureau, Division of Extension, University ofTexas, Austin, Tex. 78712. Film sales: Radio/Tele-vision, University of Texas.

56. PRIMATE BEHAVIOR UNIT. Sherwood L. Wash-burn and Phyllis Dohlinow, Department of Anthropol-ogy, University of California, Berkeley, Calif. 94720.(1967- )

A study of the behavior of non-human primatesoffers a promising approach to understanding humanbehavior, perspective on the relationships betweenbiology and the social sciences, and insight into therelationship of experimental to descriptive science.This project is developing a unit on primate behaviorwhich will be useful as enrichment material for highschool social studies courses. The primate unit is in-tended to convey an understanding of behavior as anadaptive phenomenon. It will include descriptions ofthe daily lives of several non-human primates, a film onprimates derived from existing f6otage, and textualtreatment of topics such as "communication," "peergroup relationships," and "territorial appropriation."

Further information is available from the projectdirector.

57. HIGH SCHOOL GEOGRAPHY PROJECT. DanaG. Kurfman, P.O. Box 1095, 2985 East Aurora,Boulder, Colo. 80302. (Grantee: Association ofAmerican Geographers, Washington, D.C. 20036)(1964- )

The project's major goal has been the developmentof a one-year geography course for students in gradesnine through twelve. The completed course, Geographyin an Urban Age, is being published by the MacmillanCompany, 866 Third Ave., New York, N.Y. 10022,during the 1969-70 school year. Units are: Geographyof Cities, Manufacturing and Agriculture, CulturalGeography, Political Geography, Habitat and Re-sources, and Japan. Units are printed separately somaterials can be selected to suit the needs of individualschools. Activities in each unit emphasize small groupwork, inquiry, and decisionmaking as students seek todetermine why cities, industries, and institutions arelocated where they are. Each unit also includes varioustypes of audio-visual materials and most incorporate atleast one educational game.

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The High School Geography Project was initiated inSeptember 1961, with a grant from the Fund for theAdvancement of Education. Conferences among lead-ing geographers and teachers brought out concepts,understandings, skills and attitudes which they believedshould be developed at the high school level. The unitswere prepared by professional geographers in universi-ties, in consultation with public school teachers andeducational psychologists. The course has undergoneextensive school trials under the direction of the proj-ect's evaluation team in consultation with the Educa-tional Testing Service. A minimum of geographicbackground is necessary to teach the course materialssuccessfully. A film entitled High School Geography:New Insights has been developed to help teachers usethe units effectively.

Current work is concentrated on the developmentof teacher education materials for use in college in-structional methods classes and school in-service pro-grams. These materials will be designed for generalsocial studies teachers as well as geography teachers.Each set of teacher education materials provides partic-ipatory experiences for the teachers and undergradu-ates involved. Included also are suggestions for inquiryand decisionmaking. Methods of evaluating these learn-ing outcomes are then suggested. Materials are designedfor fifteen hours of instruction. They will be self-contained and ready for use by college methodsteachers and directors of in-service programs.

College social studies and geography methodsinstructors as well as directors of social studies in-service programs will try out the teacher educationmaterials. A teacher education sampler is available.

Publications available from project office: News-letter; a brochure, HSGP; teacher education sampler atcost.

Publications available from the Macmillan Com-pany, 866 Third Ave., New York, N.Y. 10022: Geogra-phy in an Urban Age; a film, High School Geography:New Insights.

58. SOCIOLOGICAL RESOURCES FOR THESOCIAL STUDIES (SRSS). Robert C. Angell, 503First National Building, i.nn Arbor, Mich. 48108.

III. SOCIAL SCIENCES

(Grantee: American Sociological Association, 1001Connecticut Ave., N.W., Washington, D.C. 20036.)(1964- )

In developing a large body of teaching materials forsenior high schools, the project has two main objec-tives: to present substantive sociological content ofhigh quality and to emphasize the process of inquiry.

The published work will be of three kinds: (1) alarge number of short units called "episodes" suitablefor use in a wide variety of senior high school socialstudies courses, (2) a one-semester sociology course,and (3) a series of six paperback books, each consistingof research-based readings on a broad sociologicaltopic. Allyn and Bacon, Inc., 470 Atlantic Ave., Bos-ton, Mass. 02210, will publish the SRSS material.

The following four episodes have been published:Images of People; Leadership in American Society: ACase Study of Black Leadership; The Incidence andEffects of Poverty in the United States; and Testing forTruth: A Study of Hypothesis Evaluation. Other epi-sodes will be published during 1970 and 1971.

The first two paperback books, Cities and City Lifeand Life in Families, will be published in 1970. Otherswill follow at intervals.

A teacher training film, Teaching Sociology: AnInquiry Approach, has been produced in collaborationwith the University of Michigan School of Educationfor showing at conferences and in workshops or insti-tutes. It is available for rental or purchase from theUniversity of Michigan Audio-Visual Education Center,416 4th St., Ann Arbor, Mich. 48104.

A quarterly Newsletter, sent to all who request it,reports current developments in the project. Variousaspects of the project and its product are discussed inthe following: Indiana Social Studies Quarterly (wholeissue), Winter 1967-68; William M. Hering, Jr., "SocialScience, History, and Inductive Teaching," Social Edu-cation, January 1968; Thomas Switzer and Everett K.Wilson, "Nobody Knows the Trouble We've Seen:Launching a High School Sociology Course," Phi DeltaKappan, February 1969.

Further information is available from the projectdirector.

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III. TECHNOLOGY

I. TECHNOLOGY

59. ENGINEERING CONCEPTS CURRICULUMPROJECT (ECCP). Edward E. David, Jr., Bell Tele-phone Laboratories, Inc., Murray Hill, N.J. 07974, andJohn G. Truxal, Polytechnic Institute of Brooklyn, 333Jay St., Brooklyn, N.Y. 11201. (Grantee: PolytechnicInstitute of Brooklyn.) (1967- ) (Former grantee:Commission on Engineering Education, 1501 NewHampshire Ave., N.W., Washington, D.C. 20036.)(1964-1967)

At a conference held at Cambridge, Mass., in August1964, it was decided that materials for a high schoolcourse in engitieering concepts should bz developed.Engineering concepts include those ideas that are basicto man-made devices, systems, processes, and struc-tures. Preliminary reports were prepared outliningthese concepts in greater detail. During July andAugust 1965, a further conference brought the' ma-terials to a state for trial at a few selected high schoolsin the New York area during the 1965-66 academicyear.

The preliminary text is currently being published bythe Webster Division of McGraw-Hill Book Company,Manchester Rd., Manchester, Mo. 63011, and is used(1969-70) in 200 secondary schools. Pilot programs are

A

underway for use of the course in community collegesand liberal arts colleges.

The :course, The Man-Made World, deals with thefollowing: (1) Decisionmaking, Modeling, Optimiza-tion, and the use of Simulation, in order to betterunderstand problems and final solutions to them. (2)Logic and Computers, concerning the extension ofman's mental abilities through logic circuits and com-puters, as well as the processing of information. (3)Dynamic Systems dealing with stability, feedback, andamplification concepts as used in controlling systems.These systems might be the human body and socialsystems, as well as mechanical or electrical systems.Throughout the course man-machine and society-technology interactions are stressed. Many suggestionsfor activities beyond the text are in the fifty experi-ments included in the student laboratory manual, theteachers' manual, and a monthly newsletter. Whilethere have been no films developed by the project,there are film notes on forty films which are availablefrom commercial sources. The teachers' manual con-tains more than 150 master sheets from which trans-parencies can be produced by the teacher.

Representative newsletters, sample teachers'manual, and explanatory material on the course areavailable from E. J. Piel, Polytechnic Institute ofBrooklyn, 333 Jay St., Brooklyn, N.Y. 11201.

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IV. General Projects (K-12)

For additional projects related to this &action seealso:

B. Study of Mathematics Achievement inGrades 1(4.

11. AAAS Commission on Science Education.

60. VIDEO TAPE PROJECT OF THE ASSOCIATEDCOLLEGES OF THE MIDWEST. Helen D. &maid,Department of Education, Carleton College, North-field, Minn. 55057. (1968 )

The project is preparing a series of video tapes foruse in pre-service and in-service teacher educationcourses. To show the classroom "as it is" a concertedeffort has been made to capture unrehearsed,spontaneous classroom activity of elementary andsecondary classrooms in as natural a setting as possible.No special lighting or props are used, and cameras andmicrophones are operated by remote control from avan parked outside the school. Teachers are urged notto make special preparations for the taping sessions.

The tapes, which in most instances show the use ofmaterials of various new curriculum projects, may beused for a variety of purposes. Printed supplementarymaterials contain suggestions for using the tapes. A

video guide designates the location of specific activitieson the tape and thus encourages the use of the tapes as"teach along" devices rather than as materials to beviewed from beginning to end without interruption.The tapes may also be used for interaction analysispurposes.

Two categories of tapes are available. Some tapesconsist of longer sequences from classrooms of aparticular grade level or classrooms using materials of aparticular project, and should prove valuable in thestudy of general teaching methodology. A secondgroup of tapes presents shorter sequences from severalgrade levels or curriculum projects and focuses onspecific topics such as inquiry strategies or the use ofdiscussion groups.

One hundred twenty-six tapes are presentlyavailable for use in the area of social studies. Thesetapes represent classes from grades K-12 and containmaterials from a number of the newer social studiescurriculum projects.

A substantial amount of taping has been done inforeign languages and mathematics. As editing on thesetapes is completed, they will become available fordistribution.

Extensive taping in the sciences was done during the1969 -70 school year, with materials from a number of

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IV. GENERAL. PROJECTS

the newer secondary and elementary science projectsincludedrIt is expected that the first of these tapes willbe available for distribution in 1970.

Tapes produced by the project are available forpurposes of teacher education only. A $20 dubbingcharge is made for each tape.

A catalogue is available from project headquarters,with supplements planned as additional tapes areavailable for distribution.

Further information is available from the projectdirector.

4.-

61 . "HORIZONS OF SCIENCE" FILMS. John S.Hollister,"Educational Testing Service, Princeton; N.J.08540. X1959-1960)

The "Horizons of Science" fdm program consists often 20-minute, 16 mm, sound-color films, designed tocommunicate the excitement of science and an under-standing of the significance of a number of currentscientific projects. In effect, the films allow an audi-ence to take actual field trips with prominent scientistsand to hear them explain their work and its impor-tance. The films are:

Visual Perception, with psychologist Hadley Cantril;The Worlds of Dr. Vishniac, with microbiologistRoman Vishniac; Exploring the Edge of Space, withaeronautical engineer Otto C.,Winzen; "Thinking"Machines, with Claude Shannon, Alex Bernstein, andLeon Harmon; The Mathematician and the River, withmathematician Eugene Isaacson; New Lives for Old,with anthropologist MargaretMead; Project "Mohole,"films of the U.S. oceanographic expedition surveyingpossible drilling sites; The Realm of the Galaxies, withastronomer Allan R. Sandage; The Flow of Life, withBenjamin Zweifach and others; and Neutrons and theHeart of Matter, -with the late Donald J. Hughes.

Films, study guides, and a general descriptive bro-chure are available from the project director.

62. TEACHING RESOURCES DEVELOPMENT PRO-GRAM IN THE GEOLOGICAL SCIENCES (DuluthConference). Robert L. Heller, Department of Geol-ogy, University of Minnesota, Duluth, Minn. 55812.(Grantees: National Academy of SciencesNationalResearch Council, 2101 Constitution Ave., N.W., Wash-ington, D.C. 20418; University of Minnesota, Minne-apolis, Minn. 55455.) (1959-1960)

The Duluth Conference held in the summer of 1959was the first project undertaken by the American Geo-

logical Institute in its effort to improve earth scienceteaching in secondary schools. At the conference 35geologists and other earth scientists, secondary schoolteachers, and science educators produced preliminarymaterials for a Geology and Earth Science Sourcebookfor Elementary and Secondary Schools. Materials pre-pared at the conference were evaluated by scientistsand teachers, revised and then published in 1962.

The primary objective of the American GeologicalInstitute in producing the sourcebook was to bringtogether in one place up-to-date, well-organized subjectmatter that could be used by teachers with little or notraining in the earth sciences. The sourcebook contains18 chapters on the hydrosphere and lithosphere, oneeach on atmospheric science and astronomy, and threechapters designed to supplement high school biology,chemistry, and physics curriculum materials.

R. L. Heller (ed.), Geology and Earth ScienceSourcebook for Elementary and Secondary Schools,Holt, Rinehart & Winston, Inc. This volume is out ofprint; a revised edition is in preparation.

Further information may be obtained from Holt,Rinehart & Winston, Inc., 383 Madison Ave., NewYork, N.Y. 10017.

63. IMPROVING THE DEVELOPMENT AND USEOF ACADEMICALLY-BASED SOCIAL SCIENCECURRICULA, K-12. Irving Morrissett, Social ScienceEducation Consortium, Inc., 970 Aurora, Boulder,Cob. 80302. (1967- )

The Social Science Education Consortium (SSEC)has had as its major purposes (1) encouraging socialscientists to become more actively engaged in the de-velopment and implementation of curriculum materialsfor elementary and secondary schools, and (2) facilitat-ing communication between and among the variousfederally and privately funded curriculum materialsprojects and the school communities they are intendedto serve.1Specific conferences, studies, and other activi-ties have dealt with the relationship of learning theoryto social science learning; values in the social sciences;structuring the social sciences for curriculum develop-ment; methodology of evaluation; in-service teachereducation; training teacher-associates; retrieving socialscience literature; determining rationales for selectionof social science content; development of a curriculummaterials analysis system; working with school systemsin the implementation of new social science curriculummaterials; and publishing neVisletttrs-Vvhich report newtrends on activities in social science education.

41

The SSEC has not developed classroom curriculummaterials. Its publications include position papers, con-ference reports, research analyses, and analyses of cur-riculum materials packages.

A price list of publications and copies of the News-letter are available on request. Further informationmay be obtained from the project director.

64. CONFERENCE ON SOCIAL SCIENCE IN THESCHOOLS; A SEARCH FOR RATIONALE. IrvingMorrissett, Social Science Education Consortium, Inc.,1424 15th St., Boulder, Colo. 80302. (1967-1968)

It was the purpose of this conference to establishcommunication among all of the groups involved insuccessful curriculum change in the social sciences.Outstanding educators and administrators gave presen-tations which served as the starting point for discus-sions on the question of the proper role of the socialsciences and the social studies in elementary andsecondary education. Fifty-five participants represent-ing all of the social science groups involved in theprocesses of curriculum creation, dissemination,adoption, and adaptation attended the conference. Apublished volume of the proceedings will be availablefrom the project director.

65. SCHOOL MATHEMATICS STUDY GROUP(SMSG). E. G. Beg Ie, Cedar Hall, Stanford University,Stanford, Calif. 94305. (1961- ) (Former grantee:Yale University, New Haven, Conn. 06520.)(1958-1961)

The primary purpose of the SMSG is to fosterresearch and development in the teaching of schoolmathematics. So far, major objectives of the studygroup have been the preparation of Simple text materi-als designed to illustrate the kind of curriculum whichthe members of the group feel is demanded by theincreased use of science, technology, and mathematicsin our society, and the preparation of materials de-signed to help teachers prepare themselves to teachsuch a curriculum. Currently, consideration is beinggiven to the planning of an integrated, sequential math-ematics curriculum for grades 7-12 which will take fulladvantage of the last ten years of mathematics curricu-lum development. Arrangements of topics will bechosen to maximize the efficiency of the program andthus permit inclusion of the equivalent of a full year ofcalculus and some of the basic notions of probabilityand numerical analysis. The relationships between

IV. GENERAL PROJECTS

mathematics and the sciences will play an integral partfrom the beginning. A second major activity of theSMSG is the contribution of the National LongitudinalStudy of Mathematical Abilities in which studentsoriginally in grades 4, 7, and 10 are being followed todetermine the effects of conventional, SMSG, andother new course sequences on performance in mathe-matics and science in school and college. In addition,SMSG carries out experimentation with various special-ized materials designed to fulfill specific needs in math-ematics education. Available materials include:

1. Elementary School TextsThe elementaryschool materials are designed for use in self-containedclassrooms and are suitable for average students as wellas for those of higher ability. For each of the grades 1through 6, there is a student text and a teachers' com-mentary; for kindergarten, there is only a teachers'book.

2. Junior High School TextsThese texts reviewand extend the mathematics of the elementary schoolin such a way as to provide a sound intuitive founda-tion for high school courses. A considerable amount ofinformal geometry is included. Each text is accompa-nied by an extensive teachers' commentary.

3. Texts for Slower StudentsThese texts includethe bulk of the mathematics for grades 7-9 listed in theseries above and below, but with the level of readingdifficulty reduced. It is expected that students will pro-ceed through these materials at a slower rate. Each textis accompanied by an extensive teachers' commentary.

4. High School TextsThese texts are designed foraverage and above-average students in a college prepara-tory program.

5. Supplementary MaterialsA variety of bookletsis available. Their common characteristic is that eachrequires less than a full academic year. In addition tothe revised version of Mathematics Through Science,the unit Mathenutics and Living Things is available inpreliminary form. It is designed for use at the eighth-grade level and uses biological experiments to motivatemathematical ideas.

6. Supplementary and Enrichment SeriesMost ofthese pamphlets are designed to allow teachers to tryshort modern treatments of particular mathematicstopics in class. Student text and teachers' commen-taries are available for most of the topics, though somepamphlets are designed for independent study orenrichment.

7. New Mathematical LibraryThis consists of aseries of short expository monographs on variousmathematical subjects. The objectives of this series arethe dissemination of good mathematics in the form of

374 2

IV. GENERAL PROJECTS

elementary topics not usually covered in the schoolcurriculum, the awakening of interest among giftedstudents, and the presentation of mathematics as ameaningful human activity.

8. Studies in MathematicsAll the books in thisseries are intended for teachers. Some provide thebackground for a specific student course, and othersare more general in nature.

9. Study Guides in MathematicsThese consist ofannotated bibliographies on various parts of mathe-matics, all bound in one pamphlet. They are intendedfor independent teacher study and for course planningfor teachers. The newest in this series is a study guideon digital computing and related mathematics andconsists essentially of an annotated bibliographyintended for teachers interested in the topic ofhigh-speed computation as it might appear in the highschool program. Other study guides available are onalgebra, calculus, geometry, number theory, andprobability and statistics.

10. Filmed Course for Elementary School Teach-ersThis course consists of 30 half-hour color films.The series is intended primarily for in-serviceelementary school teachers and is intended to furnish afoundation in mathematics for any of the Hewerelementary school mathematics programs. Brief Coursein Mathematics for Elementary School Teachers fromthe series Studies in Mathematics is designed toaccompany the filmed course. The first 16 of thesefilms provide a suitable background in mathematics forteachers of grades K-3. The remainder, building onthese, is concerned with mathematics normally taughtin grades 4-6.

In addition to the above, the study group has (1)arranged for translation of some publications. intoSpanish, (2) prepared programed learning materials insome areas, and (3) prepared numerous reports andsupplementary publications. For information about theactivities of the SMSG, a list of publications and films,or to receive the SMSG Newsletter, write the projectdirector.

66. CAMBRIDGE CONFERENCE ON SCHOOLMATHEMATICS (CCSM). Hugh P. Bradley, Education,Development Center, Inc., 55 Chapel St., Newton,Mass. 02160. (1963-1970)

The Cambridge Conference on School Mathematics(CCSM) is an association of prominent mathematicianswho are actively involved in mathematics educationfrom kindergarten through grade twelve. Since 1963,

these mathematicians, under the auspices first of Edu-cational Services Incorporated and later of EducationDevelopment Center, have organized three major con-ferences on mathematics and have carried on activitiesrelated to the findings of the conferences.

The first conference, which gave the program itstitle, was held in Cambridge, Mass., in the summer of1963 to explore curriculum reform needs in mathemat-ics "with a view to a long-range future." The delibera-tions of the participants, a group of twenty-fivemathematicians and users of mathematics, were pub-lished in a report entitled Goals for School Mathemat-ics. In this report the participants, free from the bondsof practical considerations that govern present-day cur-riculum reform, were able to outline their exploratorythinking for what, at that time, seemed the distantfuture.

The impact of the report on the mathematical worldled to activity around the country in the preparation ofclassroom materials based on the ideas of the report,and to classroom experimentation with this material.The CCSM itself prepared materials and subsequentlycarried out classroom experiments.

The materials developed were not a curriculum butfather isolated units of mathematical education, whichwere used in the classroom to demonstrate that thesuggestions in Goals were realistic. After very prelimi-nary trials to test feasibility, the materials were madeavailable to the mathematical and educational com-munity for more widespread trial and more extensiveuse.

Forty-six Feasibility Studies have been prepared.Copies of these studies are available from ERIC Infor-mation Analysis Center for Science Education, 1460West Lane Ave., Columbus, Ohio 43221.

The second major CCSM conference was held in thesummer of 1966 to consider the problems of trainingmathematics teachers to meet the needs of the changedand changing mathematics curricula. The outcome ofthis conference was reported in Goals for the Mathe-matical Education of Elementary School Teachers. Inthis report the CCSM makes firm recommendations oncontent and pedagogy required in a good teacher-education program for mathematics. As a result of thisconference, pilot experiments have been initiated atseveral large universities in the United States.

The growing concern about the gulf between schoolmathematics and school science was the reason for thethird major CCSM conference, which took place in thesummer of 1967. The participants in this conference,including many of the leaders of curriculum reform inmathematics and science, found considerable agree-

38 43

ment on the benefits that mathematics education canderive from properly directed scientific activity, and onthe need for mathematics to support science education.Both traditional and newer curricula in mathematicsand science were examined critically. Areas of possiblecooperation were identified and areas of curriculumcontent of questionable value were subjected tothorough examination. The published report of thisconference is Goals for the Correlation of ElementaryScience and Mathematics.

All three conference reports may be obtained fromHoughton Mifflin Co., 2 Park St., Boston, Mass. 02107.

67. CONFERENCE ON COMPUTER-ASSISTEDINSTRUCTION. Ralph T. Helmer, Department of Edu-cation, Pennsylvania State University, University Park,Pa. 16802. (1968-1969)

This conference, sponsored jointly by the Pennsyl-vania State University and the Committee on Pro-grammed Instruction of the National Council ofTeachers of Mathematics, was designed to informmathematics educators about the present status ofcomputer-assisted instruction and its prospects for thenext several years. The objectives were to explore CAIfrom several points of view: (I) hardware, including itsflexibility, capacity, and reliability; (2) software, withthe focus on quality and extent of available curriculumprograms and magnitude of the task of preparing suchprograms; and (3) implementation, its feasibility, theimpact on school organization, and economic andsocial implications. A printed report of the conferenceis available from the National Council of Teachers ofMathematics, 1201 16th St., N.W., Washington, D.C.20036.

68. PLANNING SESSION ON THE DEVELOPMENTOF BEHAVIORAL SCIENCES AT THE PRE-COLLEGE LEVEL. C. Alan Boneau, AmericanPsychological Association, 1200 17th St., N.W.,Washington, D.C. 20036. (1967-1968)

This grant supported a meeting which discussedguidelines and recommendations for subsequentconsiderations of teaching the behavioral sciences atthe pre-college level. This exploratory meeting involved.ten persons representing the fields of psychology,sociology, anthropology, economics, and education ina three-day session. The participants considered thedesirability of presenting behavioral science at theelementary as well as the secondary level, the quality

IV. GENERAL PROJECTS

of such instruction where it is now offered, thefeasibility of unifying the several behavioral sciences inintegrated curricula, the multiplicity of efforts needed,and the strategies to be followed in accomplishing theobjectives.

Further information is available from the projectdirector.

69. CONFERENCE ON INTERDISCIPLINARYSCIENCE EDUCATION. Leo Schubert, Department ofChemistry, American University, Washington, D.C.20016. (1968)

This grant to the American University providedfunds to support a four-day conference of scientists,mathematicians, and educators concerned with theproblems of an interdisciplinary approach to secondaryschool science curricula. The conference was arrangedto allow ample opportunity for round-table discussionsas well as addresses by leaders in the move towardinterdisciplinary curriculum development. Thirty-sixconferees, including representatives of the majorgroups now developing interdisciplinary curricula at-tended the conference. Widespread publication of theoutcomes of the conference is planned.

Further information is available from the projectdirector.

70. CONFERENCES ON SCIENCE CURRICULUMPLANNING. Verne N. Rodccastle, Science EducationDivision, Cornell University, Ithaca, N.Y. 14850.(1964-1965)

With Professor Jean Piaget (University of Geneva,Geneva, Switzerland) as leader, selected scientists, sci-ence educators, and psychologists met to share thelatest research in cognitive learning in children, withemphasis on the implications of research on cognitivestudies for curricular development in science at the ele-mentary and junior high school levels. The conferenceswere held in the spring of 1964 at Cornell and at theUniversity of California, Berkeley.

A final report, entitled Piaget Rediscovered, is avail-able from the project director.

71. SEMINAR ON CHILDREN'S LEARNING. JeromeS. Bruner, Center for Cognitive Studies, Harvard Uni-versity, Cambridge, Mass. 02138. (1963)

Following a planning conference, a two-week semi-nar in June 1963 brought together nearly 30 psycholo-

39 44

IV. GENERAL PROJECTS

gists and a half dozen consultants from mathematicsand the sciences to discuss the psychological processesinvolved in learning during the elementary schoolyears. Working groups prepared papers on motivationalproblems in children's school learning, cognitive proc-esses, and problems of stimulus presentation, withemphasis on such matters as sequence of presentation,reinforcement rate, etc. An editorial committee chairedby Dr. Bruner has prepared a report to the supportingagencies (National Science Foundation and U.S. Officeof Education): J. Bruner (ed.), Learning About Learn-ing, U.S. Government Printing Office (1966).

Further information is available from the projectdirector.

40

72. STUDY ON FUNDAMENTAL PROCESSES INEDUCATION. R. M. Whaley, University City ScienceCenter, 3508 Market St., Philadelphia, Pa. 19104.(1959)

Some of the outcomes of this conference arerecorded by J. S. Bruner in The Process of Education,Harvard University Press, Cambridge, Mass. 02138.

PROJECT ABBREVIATIONSGRANTEE INSTITUTIONS

ACM Associated Colleges of the Midwest Video Tape Project(Associated Colleges of the Midwest)

ACSP Anthropology Curriculum Study Project(American Anthropological Association)

BICP Biomedical Interdisciplinary Curriculum Project(University of California, Berkeley)

BSCS Biological Sciences Curriculum Study(University of Colorado)

CBA Chemical Bond Approach Project(Ear lham)

CHEM Study Chemical Education Material Study(University of California, Berkeley)

CSE Commission on Science Education(American Association for the Advancement of Science)

ECCP Engineering Concepts Curriculum Project(Polytechnic Institute of Brooklyn)

ESCP Earth Science Curriculum Project(American Geological Institute)

ESS Elementary Science Study(Education Development Center, Incorporated)

HSGP High School Geography Project(Association of American Geographers)

IPS Introductory Physical Science(Education Development Center, Incorporated)

ISCS Intermediate Science Curriculum Study(Florida State)

MACS Man: A Course of Study Course(Education Development Center, Incorporated)

MINNEMAST Minnesota School Mathematics and Science Teaching Project(University of Minnesota)

PISP Portland Interdisciplinary Science Project(Portland State)

PPC Project Physics Course(Harvard)

PS II Physical Science, 2nd Year Course(Education Development Center, Incorporated)

PSSC Physical Science Study Committee(Education Development Center, Incorporated)

(MESS Quantitative Approach in Elementary School Science(SUNY at Stony Brook)

SAPA ScienceA Process Approach(American Association for the Advancement of Science)

SCIS Science Curriculum Improvement Study(University of California, Berkeley)

SMSG School Mathematics Study Group(Stanford)

41 4 G

h

SRSS Sociological Resources for the Social Studies(American Sociological Association)

SSCP School Science Curriculum Project(University of Illinois)

SSCP Social Studies Curriculum Program(Education Development Center, Incorporated)

SSEC Social Science Education Consortium(Social Science Education Consortium)

SSMCIS Secondary School Mathematics Curriculum Improvement Study(Teachers College, Columbia)

SSSP Secondary School Science Project(Rutgers)

TSM Time, Space, and Matter Course(Rutgers)

UICSM University of Illinois Committee on School Mathematics(University of Illinois)

UMIST Use of Mathematics in Science Teaching(University of Illinois)

-*

Aft

42 4 7

DIRECTORS AND PROJECTS

DirectorsProject

No. DirectorsProject

No.

Angell, Robert C 58 Kurtz, Thomas E. 46

Atkin, J. Myron 14 Lee, Johni 28

Beberman, Max 10, 17, 19Mayer, William V. 23, 27

Begre, E. G. 8, 65 Mayor, John R. I IBerwald, Helen D. 60 Morrissett, Irving 63, 64Boneau, C. Alan 68Boothroyd, C. W 30 Neidig, H. A. 33

Bradley, Hugh P. 66 Page, David A. 1

Bruner, Jerome S. 71 Pallrand, George J 25Burkman, Ernest 20 Pimentel, George C 31

Collier, Malcolm 53 Reingold, Haim 42

David, Edward E., Jr 59 Rockcastle, Verne N. 70

Davis, E. Mott 55 Romey, William D. 24

Davis, Robert B. 2 Rosenbaum, Robert A. 43

Dittmer, Karl 40 Rosenfeld, Arthur H. 50

Dohlinow, Phyllis 56 Ruderman, Harry D. 7

Dow, Peter B. 16 Rutherford, F. James 49

Easley, J. A., Jr 45 Sacks, Martin 28

Ewing, Maurice 37 Sanderson, R. T 34Schubert, Leo 69

Fehr, Howard F. 41 Sherman, Noah 50Feldzamen, Alvin N. 6

Spengler, Kenneth C 35, 36French, Jean G. 39 Stanley, Wendell M. 29Fulmer, Allen L. 47 Strong, Laurence E. 32

Gibb, E. Glenadine 4, 5 Suppes, Patrick 3

Gurin, H. M. 26 Swartz, Clifford E 15

Haber-Schaim, Uri 21, 22, 51, 52 Truxal, John G. 59

Hanvey, Robert G 54 Vetter, Richard C. 38Heimer, Ralph T. 67

Heller, Robert L. 62 Washburn, Sherwood L 56

Hively, Wells, II 44 Watson, Fletcher G. 49

Hollister, John S 61 Watson, Frank J. 12

Holton, Gerald 49 Werntz, James H., Jr. 9Whaley, R. M. 72

Karplus, Robert 13Wyatt, Stanley P., Jr 14

Koschmann, Arnold H. 48Kurfman, Dana G. 57 Zwoyer, Russell E 18

National S

cience Foundation

Washington, D

.C. 20550

Official B

usiness

NS

F 70-18

JUN

E, 1970

National S

ciance Foundation

Pastas* and Foes Paid