Nuffield Secondary Science: An Evaluation
The Schools Council initiated this evaluation of Nuffield Secondary Science at the point when school trials of the materials were largely complete. As a result the evaluation focussed on the early adoption of the project by schools. Three aspects, which were thought to be characteristic of the project were chosen for study. They…
Science for the Young School Leaver
Science for the Young School Leaver was one of a series of informal publications by the Schools Council. Schools Council Working Paper Number 1 started a series to make widely available information about curriculum development projects while still in their formative stages. Working Paper No. 1 was produced for the Nuffield Foundation…
SCISP Teachers’ Guide 2: Interactions and Building Blocks
This teachers' guide continued introduction to the Integrated Science Project's concepts of pattern and problem. This approach covered qualitative and quantitative generalisations, and used patterns to solve problems. The problems were both practical and theoretical, everyday and laboratory. The importance of science to…
SCISP Topic Book: Friction
This Schools Council Integrated Science Project (SCISP) topic book was written to accompany the fourth of the SCISP students’ manuals. Contents • Patterns of friction • What is friction? • Using friction • Two important patterns concerning friction • The mechanism of sliding friction •…
SCISP Topic Book: Electromagnetic Radiation
This Schools Council Integrated Science Project (SCISP) topic book was written to accompany the third of the SCISP students’ manuals. Contents • Introduction • Electromagnetic radiation production and detection • Solar radiation • Light waves • Infrared radiation • Spectra •…
SCISP Topic Book: The Electrification of British Rail
This Schools Council Integrated Science Project (SCISP) topic book was written to accompany the third of the SCISP students’ manuals. Contents • The beginnings of the railway • The railway's competition • Motive power • Inter-city travel • Electrification: the technical aspects •…
SCISP Topic Book: Sound: its Uses and Misuses
This Schools Council Integrated Science Project (SCISP) topic book was written to accompany the third of the SCISP students’ manuals. Contents • What is sound? • The ear and hearing • Music and musical instruments • Sound and communication • Sound recording • Echo sounding •…
SCISP Topic Book: The Importance of Patterns
This Schools Council Integrated Science Project (SCISP) topic book was written to accompany the first of the SCISP students’ manuals. Contents • What is a pattern? • Hard and soft water • Glass • Why plants and animals are as they are • The structure of crystals • The Sun, the Moon and…
SCISP Technicians’ Manual 4: Interactions and Change
The Schools Council Integrated Science Project (SCISP) technicians' manuals included classified lists of equipment, preparation guides, technical hints and lists of suppliers. The books were written to enable almost all school technicians to prepare for the Patterns lessons with as little help as possible from the teacher. Contents Classified…
SCISP Students’ Manual 4: Interactions and Change
The Schools Council Integrated Science Project (SCISP) manuals for students were not traditional textbooks. They included experiments, practical and theoretical problems, and information (such as photographs, data and extracts from books or newspapers) intended for use in problems and in class discussion. They also contained optional…
SCISP Teachers’ Guide 4: Interactions and Change
In the Schools Council Integrated Science Project (SCISP) course, the explanations of change used the concept of interaction under these headings: • Recognising change • A close look at a number of different changes • Stability Contents 1. Recognising change 2. Changes in behaviour 3. Changes in acidity 4.…
SCISP Technicians’ Manual 3: Energy
The Schools Council Integrated Science Project (SCISP) technicians' manuals included classified lists of equipment, preparation guides, technical hints and lists of suppliers. The books were written to enable almost all school technicians to prepare for the Patterns lessons with as little help as possible from the teacher. Contents Preface…
SCISP Students’ Manual 3: Energy
The Schools Council Integrated Science Project (SCISP) manuals for students were not traditional textbooks. They included experiments, practical and theoretical problems, and information (such as photographs, data and extracts from books or newspapers) intended for use in problems and in class discussion. They also contained optional…
SCISP Teachers’ Guide 3: Energy
In the Schools Council Integrated Science Project (SCISP) programme, energy in living and non-living systems was always considered in the context of energy transfer. The course generally avoided labelling different 'forms' of energy, but aimed to show that in an energy transfer useful tasks could be done. The teaching introduced…
SCISP Technicians’ Manual 2: Interactions and Building Blocks
The Schools Council Integrated Science Project (SCISP) technicians' manuals included classified lists of equipment, preparation guides, technical hints and lists of suppliers. The books were written to enable almost all school technicians to prepare for the Patterns lessons with as little help as possible from the teacher. Contents Classified…
SCISP Students’ Manual 2: Interactions and Building Blocks
The Schools Council Integrated Science Project (SCISP) manuals for students were not traditional textbooks. They included experiments, practical and theoretical problems, and information (such as photographs, data and extracts from books or newspapers) intended for use in problems and in class discussion. They also contained optional…
SCISP Technicians' Manual 1: Building Blocks
The Schools Council Integrated Science Project (SCISP) technicians' manuals included classified lists of equipment, preparation guides, technical hints and lists of suppliers. The books were written to enable almost all school technicians to prepare for the Patterns lessons with as little help as possible from the teacher. Contents Classified…
SCISP Students’ Manual 1: Building Blocks
The Schools Council Integrated Science Project (SCISP) manuals for students were not traditional textbooks. They included experiments, practical and theoretical problems, and information (such as photographs, data and extracts from books or newspapers) intended for use in problems and in class discussion. They also contained optional…
SCISP Teachers’ Guide 1: Building Blocks
The main purpose of the first section of the Schools Council Integrated Science Project (SCISP) sample scheme was to introduce the Integrated Science Project's concepts of pattern and problem. Qualitative and quantitative generalisations were introduced, and patterns were used to solve problems. The problems were both practical…
Electricity
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit Electricity give suggestions for activities children could undertake. This pack is different from other units in that the 24 cards are divided into three sequences of eight cards and within two of these sequences, Basic circuits and…
Moving Around
The Learning Through Science teachers’ guides and students’ assignment cards for the unit Moving Around give suggestions for activities children could undertake. The cards are divided into groups according to their subject: cars and lorries, wheels, machines, and magnets. On the cards the grouping is denoted by a symbol.…
On the Move
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit On the Move give suggestions for activities children could undertake. The cards are divided into groups according to their subject: animals moving, and make it, test it. On the cards the grouping is denoted by a symbol. The teachers’…
Sky and Space
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit on Sky and Space give suggestions for activities children could undertake. The cards are divided into groups according to their subject, such as stars, planets, the weather, space, etc. On the cards the grouping is denoted by a symbol.…
Colour
The Learning Through Science teachers’ guides and pupils’ assignment Cards for the unit on Colour give suggestions for activities children could undertake. The cards are divided into groups according to their subject: art and colour, looking at colour, colour and ourselves, chemistry and colour, and colour in the environment.…
Structures and Forces, Stage Three
The Science 5/13 unit Structures and forces stage three continues to study of structures and forces met in children’s daily experience as in Structures and Forces Stages One and Two. However, in stages one and two the forces met were always balanced and the structures in which they acted did not move. The stage three unit deals…
Science, Models and Toys, Stage Three
This Science 5/13 unit for teachers indicates work that can be undertaken in upper years of primary schools, in middle schools or in secondary schools by children who have reached stage three (making greater use of abstract thinking). Some of the toys chosen are dealt with in the unit Science from Toys Stages One and Two, so the…
Change, Stage Three
This Science 5/13 unit for teachers Change stage three deals mainly with energy, and suggests ways of approaching this topic using the group working methods used in primary schools. However, the ideas and thinking required are described as being suitable only for pupils who have reached a certain level of development indicated by…
Working with Wood, Stages One and Two
The Science 5/13 unit for teachers Working with wood stages one and two contains suggestions for practical activity relating to wood. It includes comment on ways of starting work, suggestions for children's activities and guidance about the materials they might use. It aims to show how working with a familiar material can contribute…
Time, Stages One and Two and Background
The Science 5/13 unit Time, stages one and two suggests classroom activities concerned with the scientific aspects of time. It was also hoped that the study of time would lead into other subjects and to creative writing. Through these activities children gather an increasing awareness of the duration of events through enquiry into…
Structures and Forces, Stage One and Two
The Science 5/13 unit Structures and forces stages one and two proposes classroom activities stemming from the observation of structures in the world around: building, bridges and some natural structures. Only static forces are included. A number of questions are raised which can lead to model making and active enquiry into the strength…
Science from Toys, Stages One and Two and Background
This Science 5/13 unit for teachers Science from toys stages one and two and background comprises a number of sections focused on particular toy. In each section, sufficient background material is given so that teachers can see where suggested lines of development can lead, and immediate information is provided regarding the science…
Like and Unlike, Stages One, Two and Three
This Science 5/13 unit for teachers Like and unlike stages one, two and three has a wider range in the suggested activities than most other units, covering stage three (transition to abstract thinking) as well as the two earlier stages. There are two chapters (Chapters 2 and 4), which are written particularly to suggests topics which…