TEACHING SCIENCE IN SECONDARY SCHOOLS


 1. To present in an introductory manner a group of prin-
 ciples from earth science, physics, chemistry, and
 astronomy.
 2. To describe selected phenomena and processes as types of
 applied science.
 3. To offer in a terminal course material as a basis for the
 general interests of adult life.
 4. To give students in a single year a more basically meaning-
 ful course than either chemistry or physics alone.

 Use of the adopted text. The present adopted text The
Physical Sciences, by Eby, Waugh, Welsh, and Buckingham, is
divided into four major parts: Sun and Stars, Earth Science,
Physics That All Should Know; Chemistry That All Should
Know. Each unit contains many suggestions for enrichment,
such as study questions, summaries, and leisure time activities.
 The book contains large, clear interesting pictures and dia-
grams. There is no integration of the separate fields. Each unit
of necessity is greatly condensed and contains basic concepts.
There is a limited amount of mathematics. Basic industries are
treated in an interesting and practical way. The book seems to
serve the purpose outlined by the objectives above when used
with groups of mature students. A laboratory guide and teach-
ers manual are available, both of which are essential to the effi-
cient presentation of this course.
 This course, like other science courses, is more meaningful
when adequately enriched. In the physics and chemistry units,
standard experiments from those sciences are usable, with per-
haps slight modification.
 The teacher's manual accompanying The Physical Sciences is
helpful because it contains practical suggestions for class and
laboratory activities. If many of these activities are conscien-
tiously performed by students and teacher, the course will be
adequately enriched.
 In Unit Two, Earth Sciences, it is strongly recommended that
 Florida geology be incorporated. Helps are available from the
 Florida Geological Survey in Tallahassee. Bulletins 17, 24, 27,