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The article presents an analysis of the mathematical concepts necessary for the college physical science course in the U.S. The purpose of this paper is to analyze the physical science course at Western Michigan University to determine the mathematical concepts with which the student must be familiar in order to understand the physical concepts involved in the course material. According to the author the outline of the workbook prepared by the physical science staff at the university constitutes the outline of the material to be studied and includes wealth of questions and exercises.

The article focuses on the results of scientific research, and particularly research in the physical sciences in the discoveries which have far reaching effects upon the economic well-being and national defense effort in the U.S. Naturally, science is concerned with facts. There are at least two other dimensions that require explanation if science as it is conceived of and taught is to become science. On the other hand, to teach a philosophy in junior and senior high schools will be to tax both students' minds and teachers' patience.

The article reports on the findings of a survey conducted to determine which science, engineering, and math (SEM) majors during which years in their undergraduate education and from which academic performance levels are most interested in K-12 teaching. In the United States, there is a serious shortage of qualified math and science teachers. Troubled not only by recruitment, the science and math K-12 teaching field also suffers from flagging retention. Only 4% of new math and science teachers report foreseeing teaching as a longer-term career commitment. One result of the supply shortage of K-12 science and math teachers is the field's reported decline in content knowledge preparation. Nearly 32% of math and science teachers report majoring in neither math nor science. When disaggregated by discipline at the high school level, as of 1999, those without majors in their subject areas number 37% of biology teachers, 59% of physical science teachers, and 60% of math teachers. These unpromising statistics grow more extreme in middle schools and high-poverty public high schools, especially regarding math and physical sciences instruction.

The article discusses the survey addressing the ideas of practitioners on laboratory skills competencies for physical science teachers in the U.S. The survey conducted was about practicing high school chemistry, physics and physical science teachers to facilitate in securing feedback on appropriate areas of competency. The survey aimed to resolve what competencies are suitable for physical science teachers in the areas of techniques and skills, and the rate of the present level of interest in receiving instruction in these areas.

The article focuses on the teaching of intern program in biology and chemistry in order to curb the existing crisis in the recruitment of physics instructors in the smaller schools in the U.S. The main purpose of scheme is to increase the number of capable young educators who will make their careers in college teaching, then their internships must be on college campuses. These ideas were embodied in the proposal for the support of a teaching intern program by the Great Lakes Colleges Association.

The article examines the comparison of the objectives of traditional high school physics with the objectives of the Physical Science Study Committee (PSSC) course in the U.S. The method used was to compile lists of stated objectives found in published materials of the courses, such as textbooks, workbooks, laboratory guides, teacher's guides, and supplementary materials. The emphasis on the continuity and unity of physics was one of the broad objectives of the PSSC, while the traditional objectives focuses on helping the student to become more intelligent consumer of the products of modern technology.

The article cites a study on physical science education for non-science students in the U.S. The objectives of the study were to: (1) determine the progress that is being made in the development of science courses adapted to the needs of the non-science student; (2) secure the opinions of experts in the physical sciences; (3) develop and propose general objectives for the physical science education; and (4) develop a program of physical science education adaptable to the needs of these student. The researchers suggest that the physical science textbook need to be revised since those presently available are either too difficult and technical for the non-science student.

The article evaluates the physical science course at the tenth grade in the U.S. Physical science at the tenth grade level, following biology in the ninth grade, has been accepted as part of the high school science curriculum. The course is used both as a terminal course in science or as an introduction to more work in chemistry and physics. Present day textbooks are satisfactory for slow or average student but have been found to be inadequate for the above average and talented student. Students enrolled in physical science at this grade level has not increased.

The article cites a study which sought to determine which of the various mathematical skills and processes are necessary for the learning of high school chemistry and high school physics in the U.S. A careful examination was made of seven high school-chemistry and eight high school-physics textbooks in order to determined the mathematical processes needed for an understanding of all the text and for successful completion of all end-of-chapter problems and activities. The author of this article outlines the titles of these textbooks used in this study.

The article cites a study that aims to determine criteria for the selection of laboratory experiences suitable for an integrated course in physical science designed for the education of elementary school teachers in the U.S. The six essential criteria developed in this study are all useful in the selection or construction of laboratory experiences. The 36 desirable criteria are also useful in varying degrees in the selection or construction of laboratory experiences. And in the judgment of the investigator, based upon his experience in using the experiences in a physical science course for the training of elementary school teachers, the 55 experiences presented in the study include more than enough highly desirable experiences for a course offering one two-hour laboratory period per week for 36 weeks.

The purpose of the article is twofold: 1) to compare the competencies of different groups of college students in certain aspects of the biological and physical sciences in the U.S.; and, 2) to compare the competencies of males with those of females in these areas. It is found out that there is little difference between the males and females who participated in the study in so far as biological knowledge is concerned. Males seem to perform significantly better than the girls on the chemistry test. And the groups were extremely diverse with respect to their achievements.

The article presents a study pertaining to the desirable mathematical knowledge for science students in the U.S. It answers several issues including the teachers inadequacy of teaching physics and other sciences because their pupils were poor in mathematics, the preparedness of college and high school students, the necessity of mathematics in teaching sciences, and the ability of the present day or traditional course in mathematics in meeting the needs of the students. The study emphasizes that students needs the manipulative skills of mathematics.