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A survey of ninth grade general science in Los Angeles County.

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A survey of ninth grade general science in Los Angeles County.

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Content A SURVEY OF NINTH GRADE
GENERAL SCIENCE
IN LOS ANGELES COUNTY
A Thesis
Presented to the Faculty
of the School of Education
University of Southern California
In Partial Fulfillment
of the
Requirements for the
Degree of Master of Arts
In Education
By
June 1958
UMI Number: EP56885
All rights reserved
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Dissertation Rubl sh ng
UMI EP56885
Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author.
Microform Edition © ProQuest LLC.
All rights reserved. This work is protected against
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789 East Eisenhower Parkway
P.O. Box 1346
Ann Arbor, Ml 48106- 1346
T his thesis, w ritte n under the direction of the
Chairm an o f the candidate’s G uidance C om
mittee and approved by a ll members of the
Comm ittee, has been presented to and accepted
by the F a cu lty of the School o f E d ucation in
p a rtia l fu lfillm e n t of the requirements fo r the
degree of M a s te r of A rts in Education.
......
'ean
Guidance Committee
W. S. Ford
Chairman
F. J. 7/eersing
0. B. Hall
contents
Chapter Page
I* INTRODUCTION..♦ ............. 1
The problem 1
Method of procedure ..•••••••• Z
Related investigations. . . ... . * . . Z
IX. -PREPARATION;OF TEACHERS . ... . * . i ♦ 8
Early attempts to teach general science 8
The development of the course . . i • • t 8
General science in the ninth grade. . . 8
Schools visited in survey of general
science.. .... • * , . . . • • •••••• 9
Percentage of ninth grade students taking
general science •..•••»•... 9
. Teachers interviewed. *•.•••••• IE
Minimum number of sciences studied by
general science teachers. •••... IE
Teacher training in elementary sciences IE
Degrees held by general-science teachers 16
Summary . • . • • • . • • ; • . • • • ♦ 16.
III. THE CONTENT OF THE COURSE . . . . . . ; . IB
General science an introductory course. 18
Content of the course 18
ii
Chapter Page
Present status of course content in
general science* • •••..••••• 18
Aims of* general science in Long Beach. # 19
Summary. ................ 27
IV. METKODS. ...... ....... . . . . 28 .
General discussion of methods. . . « • * 28
Methods in science teaching. . . . ... 88
The unit method. ^ • 29
Early general science textbooks. . ♦ • • 29
Typical method used. 30
Use of notebooks • 30
Student reports. . . . • * • •# ' * . . 32
Science clubs. 32
The use of the library in the teaching
of general science .•.••»•••• 32
Adapting the science course to the
community. .»•»•.•••«...• 33
Use made of visual aids. . . . . ♦ • • • 33
Use teachers make of visual aids . . ♦ . 37
Visual aid* for science in Los Angeles . . 37
Term papers in general science. ... ♦ 38
Teacher load in Los Angeles. • • • • « • 39
Extra-curricular activities. . i • ; • • 41
iii
Chapter Page
Use of assemblies to stimulate interest . 41
Lecture demonstration versus individual
laboratory method* •••.*••••• 42
Correlation of general science with .
other subjects • ••.•••••••. 42
Opportunities for correlation* * • * * * 43
Summary ••*•*••*•*•••**• 44
V* GENERAL SCIENCE BOOM EQUIPMENT AND. SUPPLIES 45
General. ♦ • . • • . * * . . . . * . . . 45
Size of room • • . • • • • • • • • • ♦ • 45
Floor plan • • . . • • 45
Demonstration table* • • • # • • • • • • 47
Other equipment. ••••••••*••• 47
Summary . • . • • • • • • v * * • • • • 58
VI. SUMMARY ACID CONCLUSIONS.......... • • * 59
VII. Bibliography ... * . 7 . i • i * * • * • ♦ ^
iv
LIST OE TABLES
TABLE Page
X* Softools • Vislt)6d• •»*»•»•••••••*••»#•• • • 10
II# Percentage of Ninth Grade Students
Taking General Science.......... .. • • II
III. Percentage of Men and Women Teacfting
General Science..........;...........* 13
IV* Teacher!s Preparation in General Science .14
V* Degrees Held By Teachers Interviewed.... 15
VI* Arrangement of Topics for Ninth Grade
General Science in Los Angeles........ 20
YU# Selected Bibliography for Nintft Grade
Science In Los A n g e l e s 21
VIII. Course of Study in Long Beach.....•••••• 24
IX* Contents of Everyday Problems in Science
by Pieper and Beauchamp•;............* 25
X. Contents of Problems in General Science
by Hunter and Whitman..... ............. . 25
XI* Sample Page of Index to Notebook,
Mann Junior High School - A 9 Science \ ; 31
XII* Student*s Self-Rating Score Card at
Edison Junior High School......*•*••»♦ 34
V
List of tables (coat)
TABLE Page
XXIX* Conclusion Questionnaire at Close of
B 9 Science Boole at Edison Junior
High S c h o o l 35
XIT* Average Size of Classes in Los Angeles
Junior High Schools*•.•*•••*.**••••;**•» 40
XV# Equipment for General Science Junior and
Senior High Schools in Los-Angeles*..*.. 48
vi
LIST OF DIAGRAMS
DIAGRAM Page ,
I* General Science R o o m * 46
CHAPTER I
CTTRODTJCTION
This is the scientific age and teaching of
general science is recognized as one of the chief
ways of orienting the child in the broad field of
science. California has long been recognized as one
of the pioneer states in the field of education.
This 'was true in the case of general science and for
this reason Los Angeles County was chosen as a
typical unit in which to make a survey of this subject
The problem. The problem is to make a survey of
the ninth grade general'science in Los Angeles County.
An attempt will he made to answer the following
questions in each school visited:
1* How many are enrolled in the school?
,2. How many are enrolled in the ninth grade?
3. How many are studying^ ninth grade general
science?
'4. How many are teaching general science?
5. ' What.degrees or credentials does .each teacher
hold?
6. What is the teacherTs preparation in science
subjects?
' 7. What is the teacher load?
z
8* What is the average size of classes?
9• Is there a separate laboratory?
10. What is the equipment? ■
IX. What textbooks are used?
12. What supplementary materials are used in
class rooms and library?
15. Is any home work assigned?
14.' What methods are used in teaching general
science? • :
15. Are there any extra curricular activities ,
connected with general science?
16* Do the children kkep note-books?
17; What is the correlation with other subjects?
The method of procedure. The trend of general
science was determined by the examination of the
literature on the subject. The survey was made by a
personal visit and interview with each teacher in the'
schools visited. The schools visited are listed in
Table I, page 9.
Related Investigations. In refuting the claim
that'science teachers were not well prepared to teach
- 1
general science, W. S. Kellogg made an investigation
in 1922 of the general science teachers in California.
The teachers were divided according to the type of
schools they represented; all schools having an
1 -
W. S. Kellogg, ”A Survey of General Science in
California,” General Science Quarterly. 6:573-385,1922.
5
enrollment of 500 or more were placed in Glass A,
those of 100 - 500 in Class’ B, and those of less than
100 in .Class C. The results point out that 85$ of
the teachers have specialized in one or more of the
following subjects: chemistry, .physics, or a biological
science, and that 95 per cent of the tbeachers in schools
of Class A, 88.6 per cent of the teachers in Class
and 80.6 per cent of the teachers in the schools of
Class C, have studied six or more of the elementary
sciences. Also 71 per cent of the teachefs in Class
A, 62.4 per cent in Class B, and 55.6 per cent in
Class C, are prepared in three or more of the special
sciences, consisting of bacteriology, entomology,
forestry, mineralogy, and agriculture. The class A
schools have the more experienced and better trained
teachers.
I. C. Davis1 made an analysis of the subject
matter in the eight most widely used text-books in
general science. The results of the investigation
showed that our leading text-books in general science
do agree on subject matter. They are no longer a
hodge podge or piece meal. Over 53 per cent of the
topics are found in all of the text-bobks, 27 per cent
in 7, and 16 per. cent in 6. . Over 96 per cent of the
material is found in at least six of the eight books.
I ---- '
I. C. Davis, "Analysis of the Subject Matter in
the Eight most Widely used Teat-books in General Science,"
School Science and Mathematics, 31:707-14, ^une, 1931.
4
. ■ An Interesting study was made by George W.
1
Hunter regarding the sequence of sciences and methods
of teaching in the junior and senior high schools*
A series of studies was conducted by the questionnaire
method in some 500 schools in different parts of the
United States,, Returns from all but two states in the
Union made the material significant* Briefly some of
the findings are as follows:
1, There has been a considerable spread downward in
the past seven years of elementary science into the
seventh and eighth grades although the top of the
curve still remains in the ninth grade. 2, On the
whole, evidence points to a sequence in the four year
high school of one year each of general science, biology,
chemistry, and physics, in the order given. 5* The
special sciences have lost ground since the 1925 report,
this being especially true of physiography, botany and
zoology. 4. Evidence of changing objectives and change
of emphasis in method is also noted in many schools.
These changes are in line with the latest findings of
curriculum makers.
After four years of successfully teaching general'
2
science by the contract method, D. E. Osburn makes the
following conclusions:
Yimial instruction can be made an integral part of
regular class procedure if the nece-Ersary equipment and
electrical connections are available. Both teacher
T . . .
W. Hunter, "The Sequence of Sciences and Methods
of Teaching Science in the Junior and Senior High Schools.**
AbstractNational Education Association Proceedings,
1951:564.
2
D. E. Osburn, "Use of Yisual Aids in Teaching
General Science by a Contract Method,” California
Quarterly of Secondary Education. 7:14-18, October,1951.
5
and class should look upon such visual aids as a means
of obtaining, synthetizlng, or generalizing experiences .
in exactly the same way as they accept the other methods
of instruction. The aid of all learning is the build
ing of experience, whether the source be verbal, or non
verbal , visual or. auditory, and all forms of instruction
must unite each in the proper place and proportion, and
contribute the maximum of good toward that aim.
According to I. C. Davis1 teachers do not seem to
show appreciable improvement in service. Less than one
science teacher in ten reads an educational magazine
dealing with the teaching of science. In some states
.the ratio is less than one in twenty. Only about forty
per cent of the teachers teaching science majored in
any of the sciences, In three-fourths of our high
schools the science,classes'may be taught by one
teacher. Records also show that only a small per cent
of our science teachers attend the summer sessions of .
our colleges and universities.
A summary of an investigation of the teacher
demonstration versus the individual laboratory method
r.is given by^E. R. Downing.^ The evidence found in
some seventeen studies made in 36 schools by 46
different teachers is as follows: as far as the im
mediate tests go there is a large preponderance of
- T- ---
I. C. Davis, "Improvement in Service," School-
Science and Mathematics. 51:183-4, February,"T53T7
g ' '
E. R« Downing, "Methods in Science Teaching,"
Journal of Higher Education. 2:316-30, June, 1951.
evidence in favor of the demonstration method. Only
three of the investigation show a slight superiority
with the laboratory method. It seams safe to conclude
that under the present conditions of teaching science
Jin the secondary schools the demonstration method is as
effective as the laboratory method, in getting over to.
pupils the desired information; -it saves time and a
great deal of money. It seems probable that the demon
stration method is as effective as the individual
laboratory method even at college level, when the pur
pose of the course is cultural rather than vocational*
A study by John E. Corbally1 gave interesting
results.
Pour classes in general science in the Queen Anne High
School, Seattle, Washington, were studied in order to
compare the assignment recitation plan, with the
Morrison Unit Plan. The four classes were of about
the same average intelligence and- had approximately the
same previous information bn the subject. The ex
periment was carried out under every day classroom
conditions. The results of the investigation tended to
show that neither method of teaching studied is
distinctly superior to. the others The teacher is the
determining- factor, rather than the method.or device.
Regarding the use of the motion Picture in teach-
p
ing general science, I. C. Davis* says:
The film can be used in the- motivation and enrichment of
ideas; it can be used in the promotion of creative
thinking, it can arouse curiosity and it can develop the
1
J. E. Corbally, . , f A Comparison of Two Methods of
Teaching One Problem in.General Science,” School Review,
38:61-66, January, 1930.
2
I. C. Davis, "The Use of Motion Pictures in
Teaching General Science,” General Science Quarterly*
7-8, 1922-24, 101-112.
work spirit. The thing of.most value in the film is
its use in tying up different techniques in teaching*
The laboratory work, the reading of the text-book,
class discussion, questions and problems, can all be
taught with more interest to teacher and pupil, if
teaching and learning are supplemented occasionally
with good films.
CHAPTER II
PREPARATION OF. TEACHERS
Early attempts to teach general science. When
general science was first introduced -the teachers of
the course were usually interested in some special
science and the stress was in that field while little'
effort was made to make the course &ruly a general
■dcience. In many cases the teachers were not really
interested in science or at least no more interested in
science than in any other subject of the- curriculum.
The development of the course. With the coming of
the junior high school general science was given a real
place in the curriculum and its amazing growth has
justified its being made a required course in the junior
high school.
t . O-eneral science in the ninth grade. In the ninth
grade the interests of the child are very superficial.
Childrens interests are markedly extensive in range
rather than intensive and specialized. The child wishes
to understand all the wonderful and fascinating things
in his environment. He likes to see demonstration. He
likes studies related to life. However, work in a
special science and not definitely related to life does
not appeal to him. As none of the special sciences had
9
proven attractive to the ninth.grade student, general
science was the first step in an attempt to secure' a
reorganization of real educational value.
' Schools visited in survey of general science. In
all, twenty-sir schools were, visited, in Los Angeles
County where ninth grade general science was being
taught. This list of schools is given in Table I, page
showing the enrollment of the school, the enroll
ment in the ninth grade and the enrollment in the ninth
grade general science•
Students who study ninth grade general science.
In the schools of Los Angeles, as well as those of
South Pasadena and Long Beach, general science is a re
quired subject in the eighth grade. In the ninth grade
it is purely elective in South Pasadena and Long
Beach. However, in Los Angeles, in the ninth grade,
there is a choice between general science and social
studies. If the student chooses general science in the
ninth grade, then social studies are required in the
tenth grade and vice versa.
Percentages of ninth grade students taking general
science. In Los Angeles, out of a total of 10,972 ninth
graders, forty-nine and seven-tenths per cent elected
general science. In the South Pasadena Junior High
School, out of a total number of 279 in the ninth graded
10
TABLE I
SCHOOLS VISITED
School Enrollment
Feb.5,1932
Enrolled
in 9th Grade
Enrolled in
9th Grade
Gen. Sci.
Los Angeles
Jr. High Schs.
Adams 1,446
Audobon 1,061
Bancroft 1,555
Belvedere l,645
Berendo 758
Burbank . 1,258
Burroughs 2,017
Central 1,660
Dana. 1,375
Edison 2,089
Foshay 1,398
Harte 1,361
Hollenbeck 2,356
King 1,248
La Fayette 1,024
Le Conte 1,545
Mann 1,333
McKinley 1,494
Mt. Vernon 1,651
Muir • - 1,605
Sentous . . . . 759
Stevenson 1,486
Virgil 1,509
Long Beach
Jr. High Schs.
Hamilton 1,342
Lindbherg . 711
South Pasadena
Jri High Sch. 664
488
216
342
230
456
261
473
258
265
„ 65
417
350
717
243
471.
286
460
200
730
411
453
250
433
204
733
275
453
200
260
111
480
258
.444
528
468
201
579
185
581 - '
274
266
, 105
492
226-
431
227
35 -
241 25
279 72
This table should be read as follows: In the Adams
Junior High School of the 1,446 students, 448 are in
the ninth grade, and. of these 216 are enrolled in ninth
grade general science.
11
TABLE IX
PERCENTAGE OF NINTH GRADE STOTENTS TAKING
. GENERAL SCIENCE
No.Enrolled
in 9th Grade
‘ . f
No. Enrolled
in 9th Grade
Gen. Science
Per
Cent.
Los Angeles 10,792 5^564 49*70
South Pasadena 279 7 2 25.80
Long Beach
Hamilton Jr. High
A . A A
- a r a r a e 35 7.88
Lindbherg Jr. High 241 25 10*37
Totals 11^756 5,496 46.75
This table should be -read as felloyrs: In Los Angeles
of the 10,792 ninth grade students, 5,564 or 49*70 per
cent are enrolled in general science*
12
twenty-five and eight-tenths per cent chose general
science. In the -Long Beach Junior High Schools
visited, there were seven and eighty-eight hundredths
per cent and ten and thirty-seven hundredths per cent
.in the Hamilton and Lindbherg Junior High Schools ,
respectively. This information is given in Table IX,
page 11. *
Teachers interviewed. The total number of teachers
interviewed as given in Table,III, page 15, was seventy-
four. Sixty-two per cent of them were men and thirty-
eight per cent were women.
Minimum number of sciences studied by general
science teachers. It was found that all of the seventy-
four teachers interviewed had been trained in at least
five elementary sciences. This information is given in
Table IV, page 14.
Teacher training in elementary sciences. In order
to determine the t es-cher training in science an inter
view was held with seventy-four general science teachers
in the schools listed. The number of sciences listed
were eleven so cailed elementary sciences. General
science is listed among these sciences because through
this subject some gained a knowledge of several of the
elementary sciences. The eleven elementary sciences
listed are agriculture, astronomy, biology, botany,
15
TABLE III
PERCENTAGE OF .MEN AND WOMEN TEACHING GENERAL SCIENCE
Number Per Cent
* *
Men 46 62
Women 28 38
Total 74 100
This table should be read as follows: The number of
men teaching general science was 46 which was 68 per
cent of the total number.
14
TABLE XV
TEACHER* S PREPARATION IN GENERAL SCIENCE
Science Courses Taken No. Teachers Per Cent
Agriculture 15 B0.B5
Astronomy 11 14.86
Biology 36 48. 65
Botany 43 58.10
Chemistry 64. 86.48
General Science IB 16.21
. Geography, Physical 11 14.86
Geology 35 47.30
Physics 67 90.54
Physiology 48 64.86
Zoology • * ‘ 35 ,
... *
47.30
Totals 377
This table should be read as follows:* A course in
agriculture had been taken,by fifteen teachers, which
was £0.85 per cent' of the total number.
15
TABLE V
DEGREES HELD BY TEACHERS INTERVIEWED
Men Women
Degree No. Per cent No. Per Cent
B. S. or B. A# 30 65.22 19 67.91
M. A. or M. S. 14 50# 45 9 32.10
Ph. D. or M. Z 4.35 0 0.00
General Secondary Cred. 46 100.00 28 100.00
Total 46 28
This table should be read as follows: There are thirty
men or 65.22 per cent of the total number and nineteen
women or 67*91 per cent of the total number holding the *
degree of B. S. or B. A.
10
chemistry, physical geography, general science, geology,
physics, physiology, and zoology.
Degrees held by general science teachers}. : It was
found that of the forty-six men interviewed, thirty had
a B. S. or B. A. degree, fourteen had ah M. A. or M. S.
degree, while two held a Ph. D* or M. A. degree. Of the
twenty-eight women visited, it was found that nineteen
had a B. S. or B. A. degree, and nine had an M. A. or
M. S. degree. All of the teachers held a general
secondary credential. This information is given in
Table V, page 15.
Summary.
1. Many of the early teachers of general science
were not interested in science or at least no more
interested in science.than in any other subject of the
curriculum.
£• Forty-seven per cent of the ninth graders in
the schools visited elected general science in the ninth
grade. ...
3. Sixty-two per cent of the teachers were men
and thirty-eight per cent were women.
4* All of the seventy-four general science teachers
' visited had been trained in at least five elementary
sciences.
5. Thirty men or 65.SB per cent and nineteen
women or 67.91 per cent held a B. S. or B . . A. degree.
17
fourteen men or 30*45 per cent and nine women or 32.1
per cent had an M. A. or M. S. degree, while two men
or 4.55 per cent held a Ph. D. or M. D. degree.
CHAPTER III
THE CONTENT OF THE COURSE
General science an introductory course* General
se ience is an introduetory course t o. t he en t i r e f i eld
of science. It attempts to motivate pupils to an
active part in the application of science to all prob
lems of life. . Abundant material is supplied in daily
life for the general science class* Our lives are so
closely dependent upon so many scientific activities'
in the home, school and community that these daily ap
plications of science form the core of the general
science course.
Content of the course. The following tables give
a skeleton outline of the ninth grade, course of study
in the schools visited. In Los Angeles the basal text
is Problems In General Science by G. W. Hunter and
W. G. Whitman while in South Pasadena and Long Beach
the basal text is Every Day Problems in Science by
0. J. Pieper and W. L. Beauchamp.
Present status of course content in general
science. The present concept of the general science
course is that it should be an integrated course, in
itself. It is not a mere ^hodge-podge” of unrelated
units of special sciences. It is not taught as it has
been in the past with emphasis on one particular field
3 * 9
usually determined by the special science training of
the teacher. This development has taken place since
1915.\ Now the books that appear select their subject
matter on the basis of the environment of. the pupil and.
establish their continuity by dealing with all the phen
omena relating to a given unit. The teacher is con
cerned with interpreting the environment of the pupil.
• 1
Aims of general science in long Beach. The aims
of junior high school general science are:
1. To give the pupil an understanding and an
appreciation of his everyday environment to the end that
he may utilize this valuable information in solving the
problems of his h6me and social life.
■ S. To develop the ability to appreciate and
utilize science as a basis for healthful living.
3 . . To enable the pupil to get a general view of the
field of science to the end that he may use it as a basis
for selection of future science in school.and perhaps in
-life.
4. To develop these ideals, attitudes of inquiry,
and habits of investigation that lead to the mastery of
the scientific method of thinking and doing.
5. To develop in the pupil an interest in the
value, worth and beauty of science that may lead him to
select an avocation from the field of science./
• ""% — . ■
Abstract from outline issued by Board of Education
for junior high school science, Long Beach, California..
20
TABLE1 VI
- ARRANGEMENT OF TOPICS FOR
NINTH GRADE GENERA! SCIENCE IN IDS ANGELES
B 9
I# Foreword to Student
II • Review of Air and Water
III. Fire and Heat
IV. Light
V. Electricity
VI. Power and Machines.
VII. Transportation-
A . 9
I. Communication (including Sound)
II'* Personal Health
Hi; Clothing
IV* Life on Earth
V. Control of Environment
(including Chemistry)
1 Week
2 leeks
5 Y/eeks
3 Weeks
5 Weeks
3 Weeks
3 Weeks
3 Weeks
5 .Weeks
X Weeks
6 Weeks
3 Weeks
81
TABLE VII
SELECTED BIBLIOGRAPHY FOR NINTH GRADE SCIENCE
IN LOS ANGELES
Berry, Pauline, Stuff, Appleton, 1950.
”Good Stuff.w
Bond, A. Russell, On the Battle Front of Engineering:.
Century, 1916* .
Bond, A. Russell, ”With the Men Who Do-Things,”
Sci. Am. 1913.
Bond, A. Russell, ”Pick, Shovel and Pluck,” Sci. Am.
1988.
Boys will like these books.
Bragg, Concerning the Nature of Things. Harper, 1984.
Beautifully done.-
Caldwe11 and Slosson, Science Remaking the World.
Clarke, Beverly, The Romance of Reality. . MacMilian,
1987.
Very interestingly written.
Cleveland, Frederick A., Modern Scientific Knowledge.
Ronald, 1989.
Fine orientation material.
Codell, Mart in, Radio and Its Future. Harper, 1930•
Dampier-Whetham, W*. C. D., A History of Science. ,
MacMillan •
Very scholarly, and interesting presentation.
Darrow, Floyd L*, The BoysT Own Book of Science*
MacMillan, 192^1 : ~ ~
Things for boys to do.
22
Sarrow, PloydL., The New World of Physical Discovery.
Bokk, 1950.
Well worth while.
Greenwood, Ernest, Amber to Amperes, Harper, 1951.’
Historical material about electricity.
Gregory, Hichard, Discovery. MacMillan, 1925..
Especially fine biographical material.
Jaffa, Bernard, Crucibles. Simon and Schuster, 1950
A prize-winner.
Kinsey, Alfred €., An Introduction to Biology.
Lippincott, 1926.
One of the. more interesting..
Koppanyi, Theodore, The Conquestoof. Life. Appleton, 1950.
Lukiesh,- M., Light and Health. Williams and Wilkins,
1926.
Lukiesh, M., Light and Work. Van Nostrand, 1924.
Lukiesh, M.* Artificial Light. University of London,
1920.
Lukiesh, M., Ultraviolet Radiation. Van Nostrand, 1922.
Lukiesh, M., The Language of Color. Dodd, Mead, 1918.
.All of Lukiesh* s.books,are well worth reading.
Lull, R. S., The Ways of Life.
Mills, John, Letters*of a Radio Engineer to His Son.
Hareourt1922. ' *
Parts of it are very'good.
Moon, Truman J.^, Biology for Beginners. HoltJ 1926.
An excellent beginners* book.
23
Newman, H. H., The Nature of the World and of Man.
University of Chicago* 1926* 1 ‘ — —
The first good orientation hook.
Parker, Bertha M., A Book of Electricity.', Houghton,
1928. • .
' Well done.
Slosson, Edwin E., Creative Chemistry. Century, 1919.
Slosson, Edwin E., Chats on Science* Century, 1924.
Slosson, Edwin E*, Keeping Up with Science. Harcourt,
1924 •
Slosson, Edwin E., Short Talks on Science. Century,
1929. ‘ ! “
All Slosson*s are good; some are better than others.
Steinmetz, Chas. P., Radiation, Eighty and Illumination.
McGraw, 1909.
All science teachers should be acquainted with this
genius.:
Thomson, J. Arthur, Outline of Science. Vols. I, II, III^
IV. ‘ : “ ’
Thomson, J. Arthur, Everday Biology, Doran, 1924.
Thomson, J. Arthur, Modern Science. MacMillan, 1930.
A real leader in presenting facts of science.
Wade, Herbert T., Electricity. Little Brown, 1924.
Ward, Henshaw, Exploring the Universe. BobbsJ 1927.
A popular presentation.
Wells, Huxley, and Wells* The Science of Life. Doubleday,
1931. "
. Monumental, masterful.
24
TAELB VTII
COURSE OF STUDY IN LONG BEACH
Unit I
B 9
Unit XX Unit III
Til© Earth* s
Crust
Li^tit and Color
In Nature
Soili Light,
and Plant Life
8 Weeks 4 Weeks 7 Weeks
Unit IV
k 9
Unit V Unit VI
The Organism*s
Response to its
Environment
Continuing
the
Species
Contributions
of Science and
Invention to
Man*s Progress
6 Weeks 7 Weeks . * 6 Weeks
25
TABLE IX
CONTENTS OF EVERYDAY PROBLEMS IN SCIENCE
BY PIEPER AND BEAUCHAMP
Unit I* The Earth On Which You Live.
Unit. II. Weather and Climate.
Unit III. Providing A Good Food Supply.
Unit IV. Obtaining A Good Water Supply.
Unit V. Keeping In Good Physical Condition.
Unit VI. Selecting and Caring For Our Clothing.
Unit VII. Protecting Ourselves From Disease.
Unit VIII. The Nature and Control of Fire.
Unit IX* Providing Heat and Fresh Air In Our
Buildings.
Unit X. Materials for Construction.
Unit XI. Machines for Doing Work.
Unit XII. .Putting-the Forces of Air and Water-to Work
Unit XIII. Using Steam and Exploding Gas for Power.
Unit XIV. Generating and Using Electricity.
Unit XV. Lighting Our Building and Streets.
Unit XVI. Communicating With Our Neighbors.
Unit XVII. Transportation by Land, Water, And Air.
26
TABLE X
, CONTENT OF PROBLEMS IN GENERAL SCIENCE
BY HUNTER AND WHITMAN
Unit I* How to Control Our Environment'.
Unit . II. Air in the Service of Man.
Unit III. Foods and How We Use Them. •
Unit - IV. How We Use and Control Fire.
Unit V. How Water Serves Man.
Unit VI. Our Clothing: . Its Source and Care
Unit VII. Light in the Service or Man.
Unit VIII. Personal Health and Our Environment.
Unit " IZ. Diseases and How We Fight Them.
Unit X. Homes and How They are. Built.
Unit XI. Electricity and Its Uses.
Unit XII. . Power, Machines, and the Work of* the World.
Unit XIII. Development of.Transportation.
Unit XIV. Communication.
Unit XV". The Earth and Its Neighbors.
Unit XVI. . Time and The Seasons.
Unit XVII. Weather and Climate.
Unit XVIII. How the Earth Has Been Prepared for Life.
Unit XIX. Life, on the Earth.
Unit XX. Improvement of Life on The Earth.
Unit XXI. Conservation for Health and Wealth.
27
Summary.
1. General science is an . introductory course
to the entire field of science.
: 2. Much of the material is supplied in daily life
for the general science class.
3. The content of the course deals with the
relation of science to everyday life.
4. The most widely used textbooks are homo
geneous in content, and conception of the function and
aims of general science.
CHAPTER nr
METHODS '
General discussion of methods. "Method" is a
dominant.factor in teaching general science. Natural
fitness and special training are vital factors in the
choosing of a teacher. Failure occurs more often from
the method of- instruction than from the subject matter.
Dewey saysl* -
The essentials of method are therefore identical wilth
the essentials of reflection. They are first that the
pupil have a genuine situation of experience— that
there be a continuous activity in which he is interested
for its own sake; secondly, that a genuine problem dev-,
elop within this situation as a stimulus to thought; ,
third, that he possess the information and make the ob
servations needed to deal with it; fourth, that sug
gested solutions occur to him which he shall be re
sponsible for developing in an orderly way; fifth, that
he have opportunity and occasion to test his ideas by
application, to make their meaning clear and to dis
cover for himself their validity.
Methods in science teaching. . The many■ . different
methods and combination of methods tried in seience
o
teaching according to Downing are (1) the lecture
' IT :
John Dewey, Democracy and Education. The
MacMillan Company, New York, 19B5, 192 p.
Z : v
E. R. Downing, Teaching Science in the Schools.
University of Chicago iPress, Chicago, ' 1925, p. 111-113•
29
method, (2) the question and answer method, (3) the
textbook method, (4) the object study methodj (5) the
picture method, (6) the observation method, (7) the
experiment method, ( 8) the laboratory method, (9) the
problem method of instruction, (10) the "Hueristic
Method," (11) the- project method, (12) the unit methods
The unit method. The unit method of instruction
consists of several steps,
1. Exploration
2. Presentation
3. Presentation test
4. Assimilation
5. Assimilation test
6. Recitation
The unit method is closely associated with super
vised study because the latter part of the recitation
is turned oyer to study under the supervision of the
teacher. This has a tendency to eliminate, home work :
• ' * . 4 ' * ■ * '
as the preparation is really done in school.
Early general science textbooks. When general
science was first introduced it was true the textbooks
were usually composed of composite brief abstracts from
several sciences which were compressed into relatively
unimportant brevity. However, now the textbooks and
the modern course of study in general science is so
30
organized and the facts are so woven together as to
. make a connected whole without any thought.of the
particular science or sciences which are involved*
- Typical method used* in most cases studied, when .
a. new unit is taken up a brief overview of the unit
is presented orally by the teacher* This is usually
supplemented by slides and films* Then the aim of
this particular unit is worked out with.the class.
Then a series of problems or peojects is worked out
directed at the attainment of the aim* When necessary,
the teacher demonstrates the experiment with or without
the pupils assistance according to the nature of the
activity*
Une of note-books. Loose leaf notebooks are used
in.most cases. The form of the notebook is not con
sidered as of much importance; rather it is the material
contained therein. The notebook is valuable because it
gives the pupil-a reaL reason for original composition. ,
At the Mann Junior High School excellent use is made of
the notebook by Mr. Ross Miller, instructor. The
gollowing materials are entered in the. notebook.
1. Experiments performed in class.
8. Weekly news clippings.
3. Record of student reports. '
4. Miscellaneous notes which include library
readings, pictures, etc.
31
TABUS XX
SAMPLE PAGE OF INDEX TO NOTEBOOK
. ’ MANN JUNIOR HIGH SCHOOL — A 9 SCIENCE
Title Page
Plate I Lettering - j .
Plate II FiXty Elements
Experiment I Carbon Dioxide 6
Experiment II Oxygen y
Experiment III Hydrogen. 8
Experiment IV Hydrogen Sulphide 9-10
Student Reports (.24)
Fact A Day (7)
Miscellaneous Notes (4)
Scrap Book 14-21
1* Carbonyl Iron
# ; C
Zm Robot Guns
3* Army Guns
4* Harvard Steamship
5. Tidal .Wave is Feared— Islands Warned
. 6# Flying Snakes
7. Lentils
8 * Skulls Show Evolution Through Long Years
Student reports. At the Mann Junior High School^'
an excellent way of stimulating interest is. by means of
student reports. These reports are given once a week.
Something interesting must be presented to the class.
It.must be something tangible or concrete that they can
show to the class. The secretary .of the class keeps a
record of the advanced assignment for individuals. Four
people give a report every week.
Science clubs. The consensus of opinion among the
generalsscience teachers is that there.is no need for
special science clubs. Science clubs for extra curricular
activities are not needed because the reason for their
existence has been eliminated by introducing activities
of this type into the class period. Every recitation
is a club.
The use of the library In the teaching oT general
science. In all the schools visited the libraries provide
very generously the opportunity for reading books and'
magazines dealing with the topics studied in the science
room. The classes go to the library, usually twice a
month for the full hour period. A special section is
set apart for the use of the science students. The
science department helps develop a real love for reading
by giving incentives for consulting books in connection
with science studies. I found the library assignments
were always purposeful and specific and the students get
55
a real satisfaction out of their completion in the
library.
Adapting the science course to the community. In
each, school the general science teachers, adapt the
course of study to meet the local conditions.; For
example at the Edison Junior High School^ the teachers
have worked out a general science notebook for B 9
science. It consists of sixty-mine carefully v/orked out
experiments. Experiment I is a Students* Self Rating
Score Card as given in Table XII, page 54. The other
experiments are given in the following steps.
1. Purpose..
2. Directions.
3. Conclusion.
4. Practical application.
'At the close of the notebook there is the con
clusion questionnaire as given In Table XIII,.page 35.
IJse made of visual aids. This method of teaching/
impresses the child*s mind sufficiently to cause him
to-retain the information for future use. Most
children have a visual type of memory and illustrated
material makes a lasting impression. In a late report
of Prof. Frank Nugent Freeman of the University of
Chicago.the statement was made that the use of educa
tional films and lantern slides increased teaching
34
TABLE XII - ■
STUDENT'S SELF-BATING- SCORE CARD AT EDISON JR. HIGH SCHOOL
Topics Beg.1st 2nd 3rd End Perf.
Quar. Quar.Quar.Sem. Score
1. Am I particularly interested
in science? 30 ‘
2. Am I alert to acquire new dis
coveries from my class work? - 50 .
3. Am I open-minded? 50 ' !
4. Do I try to keep informed re
garding recent developments
and progress in science? 70 •
5. Am I an accurate observer in
and out of class? 50
6* Am I logically and scientific*
ally minded in reaching my
conclusions? 50
7. Am I thorough in my work? 40
8. Am I an orderly worker? 40
9. Do I finish what I start? 40
«
o
r~ !
Do I arrive at."snap judg-
ments" or do I think over
problems carefully? • • . 50
11* . Do I base my conclusions on
. facts? . 50
12.
15.
14.
Am I eager to improve my work? 35
Do I read understandingly? 35
Do I -disregard all forms of
superstition? 75
15^
16.
17.
Am I resourceful? 35
Have I self-reliance? 40
Am.I industrious? 55
18^
19.
Am I honest with myself? 90
Am I honest with others? 90
20. Am I constructively helpful
to others? ~
25
Total
1000
35
TABLE' XIII * . ‘
CONCLUSION QUESTIONNAIRE
AT CLOSE OF B 9 SCIENCE BOOK AT EDISON JUNIOR HIGH SCHOOL
1* Would you recommend tlie study of general science to
your classmates?_____________ • ______ ; ______ •
- 2. Do you think you have acquired scientific information
and ways of. thinking that will he of future value
to you? ____________ . - , ______
3. Has this course helped you in developing a scientific:
attitude? _________ ________ ' ~ ~
. .4* Do you think general science is as valuable to girls •
. as* it is to bays? ______ • , • . •
■ 5* Do you fed! that this note book is better from your ‘
standpoint than one you would write in class? - ~
6. Have you any sincere recommendations for improving
this course? ___________' ■
?* Do you consider general science more difficult,
^equally difficult, or easier than most of your other
studies? ______. _______ ■
8* List the numbers of about ten experiments in this
book that you think are most•worthwhile.
9. List the numbers of all experiments that you honestly
feel are not worthwhile and should not be included
in- this book. ____ . ■ ________■ _______ _
10. Rearrange the- following list of subjects just- covered,
listing them from most interesting to least interest
ing:..... -
Air and Water
Fire and Heat ,
Light
• Electricity .
Power and Machines
Transportation
NOTE.: To obtain the students1 unreserved opinion it is
recommended that this sheet be detached from the
notebook, filled out and handed in unsigned for
summary of data.
56
efficiency twenty-four per cent* Visual aids are not
* a substitute for verbal instruction but rather an ad
dition or a combination of the two.
The use of visual aids may be summarized as
followss1
1.- To recall and make past experiences vivid.
Si To supply vicarious experiences where suf
ficient experiences have not been had*
3. To synthesize group experiences into a broader
experience or concept.
One should remember:
1. That visual aids cannot supplant teacher or
textbook.
S. That they must be part of the regular lesson.
5. They must be closely correlated with the course
of study.
4. That teachers should be familiar with the Visual
aids. .
5. The organization of the material must be left
to the teacher.
6* That pupils must be held responsible for all
material presented.
The following visual aids are the most commonly used:
1. Moving pictures*
— — r r ----------_ •
Presented by a University of California. Extension
Course by Mr. I*. L. Standley, Principal, Burbank Junior
High School, Berkeley.
37
£• Lantern Slides.
,5.' Exhibits of Foods, etc.
.4. Models.
. . 5 . Excur s Ions.
6. Prints*
7. Charts and diagrams.
8. Stereographs.
Use teachers make of'visual aids. All teachers
interviewed are making excellent use.of visual aid
material. It seems to be the chief means of vitalizing
the child*s experiences.
Visual aid for science in Los Angeles* The Visual
Education-Division offers a professional service to all
teachers in the entire school system. It distributed
visual aids which illustrate, supplement and enrich the
course of study, both elementary and secondary, especial
ly geography, history,- art, nature study, and science in
the various branches.of each subject. These aids con
sist of:
1* Educational and Industrial Exhibits.
Z. Charts.
3. Mounted Pictures.
4. Stereographs.
5. Lantern slide sets, many prepared from
their own negatives.
38
6. Still Film Rolls *
7. Motion Picture Films.
The division undertakes the following services:
1# Demonstrates visual aids in classroom.
S. Advises with principals in all problems
relating to projection apparatus.
3. Trains teachers to operate projection
apparatus.
Any teacher in the Los Angeles School District who -
is properly identified may borrow the visual aids.
Term papers in general science. The following
shows the-use of the term paper in the junior high school.
In the Mann Junior High School all of the A 9 science
students are required to write this paper. The pupil
selects his own topic. He turns in the name of the
thing he would like to learn about. Then he makes out a
topical outline by . asking questions he Y^ould like to
have answered* Then an index of topics is made out. At
-the close a bibliography is,required. There must be an
introduction and a conclusion. Some of the topics
selected by the students are as follows:
I. The Desert 7. Ice Making .
E. Asbestos 8 . Sponges
3. The Transportation of Borax 9. Silk
. from Death Yalley
4. Crocodiles 10. The Story of Petroleum
5. Telephone 11. Silver and Its Making
6. Sardine Canning in the IE. The Moon
Monterey Cannery
59
13. The Octopus
27. Ships
14. The King of Beasts
28. Fossils
15. Sargasso Sea
29. Submarines
16. Prehistoric Animals
30. Soap . - /
17. Mineralogy
314 - Submarine Photograph
18. Platinum
‘ 32. Pearls
19. The Ark
33. Earthquakes
20. The Radio and the 3 4*
Writer*s Telegraph
Trees of California
21. Dentistry
55. The Raisin Industry in
California
22. Animated Cartoons
36. Artificial Life
23. Buds
37. Orchids
24. Glass
38. Liquid Air
25.
26.
Radium
The History of the
Thermometer
39. The Manufacture of *
Flowers
-
Teacher load in Los Angeles Current practice in
the junior high schools shows such uniformity in the
matter of teaching that the following may he accepted
as norms:
1. Five period classes and a home room,, or the
e qu ivalent, or.
2. Six period classes without a home room, or the
equivalent.
The periods average about' 55 minutes in length with
five minutes for passing.
40-
TABLE XIV
AVERAGE SIZE OF GLASSES IE LOS ANGELES JR. HIGH SCHOOLS
Schools in Enroll- Av. Size of Av. S3z:e of
LosoAngeles ment* Class per- Sell. Class in Sei.
Adams
1446 30*74 32.92
Audobon
1061 31.96 289*69
Bancroft' ■
1555. 35.27 38.08
Belvedere-
1643 31.87 31.43
Berendo 758 26.98 25.19
Burbank
1238 30.18 28.00
Burroughs
2017 33.4© 28.81
Central
1660 32.55 31.21
Dana 1375 32.54 - 33.76
Edison 2089 32.95 33.77
Eoshay 1398 32.19 31.00
Harte 1361 31.11
36*00
Hollenbeck 2336 33.46 32.33
King 1248 30.20 . 33.46
La Fayette 1024 29.76
33.22
Le Conte ‘ 1545 31.73
33.80
Mann 1333 31.96
30.00
McKinley 1494 31.42
34.00
Mt. Vernon 1651 32.38
31.71
Muir 1605 32.52
33.95
Sentous ’ 759 ~ 28.56
32.13
Stevenson
1486 31.85
27.35
Virgil 1309 32.90
30.40
Average
31.93 31.70
^February 5, 1932, lor Los Angeles Schools as taken Iron the
pamphlet on "Teacher Load and Size of Classes," Division of
Administrative Research, March, 1932.
Extra-curricular activities. The tendency seems
to be to discontinue the extra-curricular activities
such as clubs and have these activities taken care of in
the classroom and home room periods#
Use of assemblies; to stimulate interest # At the
Edison Junior High School an assembly program .in science
is .put on by the general science students once every
semester. The particular assembly I visited was one in
which the students depicted the famous men and women of
science# It was in pantomime, the student in costume to
represent his particular character and show his contribu
tion to science* Through the loud speaker a little
historical sketch of each man or woman was given. This
was an excellent wayyto stimulate the interest of the
student body in general science and show them some of the
work being done by the science department. The famous
men depicted were:
1# Archimedes 11. Morse
Copernicus IS* Darwin
3. Galileo 13. Pasteur
4. Harvey 14. Bell
5. Hewton 15. Curie
6. Franklin 16. Wright Brothers
7. Volta 17. Burbank
8. Davy 18. Edison
9. Jenner 19. Einstein
10. Faraday 20. Marconi
42
Lecture demonstration versus Individual laboratory
method.' There has arisen an important question of the
relative merits of teaching science by the lecture .
demonstration method or by the individual laboratory
method. In each method the .same, material is presented
to the class but in the lecture demonstration method the
instructor gives, the demonstration with the apparatus on
the teacherls demonstration table while in the individual
laboratory method .each student performs the experiment
at his own table* The consensus of opinion among the
teachers interviewed is:
1. There is very little difference as to the
mastery of subject matter.
2. The laboratory method is more expensive and
requires more time.
3. The real purpose of.the course is to orient the
pupil into the broad field of science and more
ground can be covered by the lecture.demonstra
tion method.
4. Laboratory technique is not necessary this
early in school life.
Correlation of general science with other subjects. •
There has been no special correlation worked out between
the several departments. If there is correlation it is
the work of the individual * teacher. There is some
43
correlation with English, Art, Shops, Agriculture, Foods,
Electricity, Auto Shop, and Physical Education*
Opportunities for correlation* Nearly every subject■
in the curriculum.will offer opportunity for some cor
relation with general science*. Correlation- in the dif
ferent subjects may be as Follows:
In English, through stories of inventions and
discoveries, oral composition, picture study and drama
tization*
In Social Studies’by showing the stud:exit that the
content of general science is concerned chiefly with the
technical elements of the problems which confront the .
student of social science.
In Art, through making scrap books, health charts,
painting of any science activity, modeling'bones of
skeletons, etc. > . .
In Physical Training, through study of Physiology*
In Civics, through the study of environmental habits^
and safety regulations.''
In Mat hemat i c s through graphs and t able s.
In Bookkeeping through the keeping of charts and
records.
In Composition, through description of experiments>
trips, and excursions.
44
Summary*
1* Failure occurs more often from the method of
instruction than from the subject matter•
2* .A combination of different methods of teaching
is the rule with thb unit method the basev
3. Notebooks are used but the emphasis is. laid upon
the content rather than the form,
4. Student reports are an excellent way of
stimulating interest in general .science,
5* There is no need for special science clubs, .
Every recitation is a club,
6, The course of study is' adapted to the community
by the science faculty in each school, •
?• Visual aids illustrate, enrich and supplement
the course in general science.
8, Term papers are excellent training for the
ge ner a1 s clenc e pup i1.
9* The teacher load in general science 'is five
periods*and a home room or six period classes
without. a home room,
10,' Assemblies are excellent means of' stimulating
interest in general science,
11* The lecture demonstration method is preferred to
the individual laboratory method.
12, There is very little correlation of general
science with the other subjects in the cur
riculum.
.CHAPTER V
GENERAL SCIENCE ROOM, EQUIPMENT AND SUPPLIES
General« The general science room must satisfy
a wide variety of demand's, such as demonstration work,
reference work, class discussion, drawing, and group and
individual activities. All of the work in the schools
visited is. done in one room. . This enables the teacher
to integrate the experimentation, demonstration, and
.class discussion.
Size of room. The room and equipment in the
schools visited was so uniform in size and equipment that
I am giving a typical layout of a general science room in
Los Angeles. The layout in South Pasadena and Long Beach
is similar• An excepti on is.in . the seating arrangement i
In Long Beach there are five student benches each haying,
seating arrangement for seven students and are equipped
with gas and electric connections. Iii South Pasadena
there are individual adjustable desks while in Los
Angeles the room is equipped with stationary desks.
Floor plan. The floor plan for the general science
room is giwren in Diagram, No. 1, page 46. This will be .
discussed in detail.
46
Diagram I
GrmERAL SCIENCE . ROOM
F U K .R . FULL VJIDTU OP PiP.^.
iPOfe. P LU M B IK Q S T AGIO F U K-R. FOR. P L U M B IN G *
v - v
v/Mwh vA
SHELVl5
A N I U ^ L
CAat
D I S P L AX
OASt
r.6
P . 1 L 5 E M C H
la-xzvsiniLS
?*gfV:v
tR-AP pop R ,
IN FLOOR,
^ T
'jxcoLb Water
^6EE D ET^
o*Gl N l R.AL*5C1LNC L* B.OOM
H-W- PUOOJ2. o.PUlM
0
5TOBX.
U.OOM
^sf*5 01 — CASE
A r m
p m
7 7 7 7 5
H
C O H, t L . ! D O U
Capacity: 40 Students
47
Demonstration table. The one in use is a combination
of demonstration table .and supply table combined* The
table is two feet ten inches wide, nine feet long, and
three feet high* The top is acid proof. It is equipped
with a sink twenty inches by fifteen inches by ten inches
and. has a removable cover* The table is provided with
gas, water and electricity. The space under the locker
is filled with drawers and lockers of.convenient sizes for
receiving small 'articles and supplies that are constantly
being needed. There is sufficient "overhang" to the table
top and toe space at the'bottom so that When pupils or
teacher stand against the tables there is plenty of space
for their feet underneath.
Other equipment. There is a work bench along. the
outer wall which is equipped with two sinks, gas and
electricity. At one end of this bench is the animal cage
and at the other a display' case, large display cases are,
provided at the rear and at one side of the room. In the
front of the room are sliding doors with blackboard panels.
These * sliding doors open into the storeroom so that an.
experiment can be set up before class time in the store
room and -when the’teacher is ready the doors can be slid
up and the experiment is there ready for use. An electric
outlet is provided in the rear of the room for the
lantern or moving picture machine. There are forty desks
48
. TABLE XV
EQUIPMENT FOR GENERAL SCIENCE
JUNIOR AND SENIOR HIGH SCHOOLS IN LOS ANGELES1
sta.
Article Quantity
Allowed
i£»St.
Unit
Price
(Items starred are per department: all others per pers<
Anvil and vise 2£” opening Gplumb la $915 1 1.60 •
Aquarium, rectangular, 19” x 15”
2
10.00
Balance, double beam, trip scale, with two
reider weights, combined range, of 220
grams by tenths 2 12.00
Balance, spring 64 oz. in (oz. divisions-
and 2000 grams in 25 gram divisions) 3 .85
Ball and Ring Expansion Apparatus i : •
CD
O
Ball, iron, with hooks for. inertia test 1 1.25
Bar, compound, 30 cm. long I .45
Barograph (Recording- Barometer) *1 60.00
Barometer, aneroid '
: 8.00
Basket, wire 6” x 6”
2 .70
Battery, demonstration, with 9 elements,
porous cup and porcelain top, clamps 5 1.35
Bell, electric, 2 coil, 2j-” diameter
2 .45
Equipment for Junior and Senior Hi^hSohopls,
Board or Education, Los Angeles City. School Dlstrxct,
Office of Superintendent., February, 1952♦
49
Article Std.
Quantity
Allowed
Bell, Glass, tall form, ball handle,
8s" x 15" ' 1
Bell, Glass, tall form, closed top, to
hold full length barometer tube 1
Bell Glass, tall form, open top, 7” x 15” 1 •
Bell in Vacuum, electrical *1
Board, spreading, .12” x 4f” to 5-J”, for .
insects 1
Board, spreading, 16§” x 7 7/8”, for
insects 1
Box, line, 18” long, 15-1” wide, 16” high
usable for all animals 1
Bos Angeles Wire &' Iron Works
Cage, breeding, 12” x 12” x 16”, for
insects 2
"Can, overflow, approx.. 7.5 cm. x 13 cm. 5
Charts, Winslow Health & Hygiene, set of
ten, 44” x 32”, each in steel spring .
roller .
Case Chart V ' . . *1 set
Chart W lx— Living Substance *1 set
Chart W 4x— Food Values *1 set
Chart W 5x— Digestion *1' set
Chart W 6x— Dental Hygiene *1 set
Est.
Unit
Price
5*00.
4.00
4*00
4.00
li30
*65
3*50
6; oo
*60
77.50
7*75
7*75
7.75
7.75
50
Std. . Est
Article Quantity Unit
Allowed Price
Chart W 7x— Air and Health ,*1 set 7.75
Chart ¥ 9x— Secretion and Excretion *1 set 7.75
Chart W 13x~Germs and Germ Disease *1 set 7.75
. Chart. W 14X“ Municipal Sanitation *1 set 7.75'
Chart W 15x— Insect Enemies *1 set.' 7.75
Chart W 16x-— The Health Department *1. set 7.75
Charts, anatomical botany, set of six,
27” x 36”,.each in ste&l spring
roller case (If complete set is not
desired, order charts singly from the
following list)
Chart #1— Hoot Structure *1 set 42.00
Chart §2— Gell and Its Divisions *1 •
o
o
Chart $3-~Cell Contents
*1 7.00
Chart $4— Plant Tissues *1 7.00
Chart #5— Deaf Structure *1
7.00
Chart #6— Stem Structure *1 *7.00
Charts, systematic botany, set of
eight j. 34" x'28", so that each in
steel spring roller case (If com
plete set -is not desired, order charts
singly from the following list)
Chart #1— Hoots *1 set 52.00
Chart #2— Stems *1 B.50
51
Article
sta. -
Quantity
Allowed
Est.
Unit
Price
Chart #3— leaves *1 6.50
Chart #4-— Leaves
* *! •
6.50
Chart #5— Flowers *1 6.50
Chart #6“ Fruits and Seeds *1 6.50
Chart #7— Insectiforous Plants *1 '6.50
Chart #8— Parasitic Plants *1 6.50
Charts, teachers* "botanical aid, set
of thirty, 24” x 36”, complete with
solid chart head and tripod -M set 18*50
Charts, color 1 set 18.50
Charts, I. K. Q. Zoology, set of ten,
40” x 30” each in steel spring roller
case (If complete set is not desired,
order charts singly from the following -
list)
Chart $6— •Common Frog * ‘ *1 set 82.50
Chart #7— Fresh Water Perch (Exterior) -*1 , 8.25
Chart #14— Small-Swan-Mussel ' *1 8.25
Chart #15— Common Honey Bee *1 8.25
e
Chart #16— -Common White Butterfly (Egg) *1. 8.25
- Chart #17— Common White Butterfly
(Chrysolis) *1 8.25
Chart #18— The.Crayfish *1 8.25
52
Std. Est.
^uant ity TJni t
Allowed Price
*1 8.25
Articles
Chart #19— Earthworm
Chart #23— Housefly *1
Chart #29--Infusoria *1
Clamp C, Carriagemakers, 4" opening,
Hargraves #14 4
Clamp, tahle for holding 13 mm* to 19 mm.
rods at right angles 2
Compass, blackboard, Bradley #63.or equal I
Compass, magnetic. 50 mm. diam. 5
C onduc t ome t er *1
Cork Borus, brass, 9 to set, 5/8"
largest size
Disk, acoustic, color and siren combination 1
Electrolysis apparatus, with gold wire and
platinum electrodes ' *1
Electro Magnet 1
Frame, hacksaw, adjustable, Millers Falls
" #1027- . X. llZ0
Globe, political solid, plain stand, over- ~
all height 20" diam of ball 12" 1 10.75
Band McNally Co.
Hammer, claw, 7 oz* Plymouth #13 . 1 .55
Hemispheres, Magdeberg, with base
Hoop, centrifugal
Hygrometer, standing form, Hydrodeik.
. 8.25
8.25
.40
2.65
.50
. 1. 20
5.25
1 set 1.25
; 2.00
13.00
2.75
*1 pair4.75
*1 ' 1.05
Jar, battery, cylindrical, green glass qt. 6
17.50
;55
53
Article
Std* '
Quantity
Allowed
Est«
Unit'
- Price
Jar, specimen, with rubber gasket and
iron clamp, size 1, !•§ pt# . - 6 1.45
.Jar,' specimen, with rubber, gasket and
spring clamp, 4 oz# • 6 - . .25'
Jar, specimen, with rubber gasket and
iron clamp size 3, 1 pt. 6 1.60
Jari specimen with rubber gasket and iron.
clamp size 7, 2j: pt* 6 2*35
Jar, specimen, with rubber gasket and
iron clamp, size 8, 4 pt, 6 * - 2^75
Jar, with cover, stoneware, E gal. 1 .45
Kettle, tea, white enamel, 5 quart 1 .90
Lamp alcohol, 4 oz. 1 .35
Lens, magnifier, tripod 15 .75
Magnet, bar, 50 z 6 x 6 mm. 6 .20
Magnet, horseshoe 6n 6
i y
.40
Magnet, naturali lodestone 1 '.20
Map of the Heavens, W, & A. K. Johnson J.64 1 9.00
Map U.S. Rainfall, Mounting #10 ■ 1 5.50
Microscope, double nose piece, 16 and 4
objectives 10 eye-piece without carrying
case or objective boxes, Banscht Lamb or
Spence 1 65.00
54
. Std.-
Article Quantity
Allowed
Mineral Collection--50 specimens 1 set.
Mirror, combination convex and concave,
8 cm. diam* ; - 1
Model, anatomical' ear ' *1
Model, anatomical* eye *1
Model, steam engine^ cross-section . 1
Mortar and Festie, iron, 1 qt., 6” diam. 1
Motor, electric, St. Louis, Cenco F.
3745 with electro-magnet attachmentJ
Cenco F 3746, and A.C.armature, Cenco
F 3747 1
Mount, Insect Life Histories, Boll
Weevil, Anthonomus Grandis *1
Mount, Insect Life Historiesj Cabbage
Butterfly, Pieris rapae *1
Mount, Insect Life Histories, Common
Lady Bug Coccinella *1
Mount, Insect Life Histories, Cockroach,
Blattella germanica *1
Mount, Insect Life Histories, Honey Bee *1
Mount, Insect Life Histories, San Jose
Secte *1
Mount, Insect Life Histories, Tomato
Worm *1
‘ Est.
Unit
Price
3; 00
.35
10.75
10.00
4.75
2.70
5.00
3.00
2.90
. v.
2.90 ’
2.90
5.50
1.00
3.00
55
rati Std* Est*
Article Quantity . Unit
.Allowed Price
Mount, Hiker, specimen 5r t x 6” 12 *16
Mount, Hiker, specimen, 6i|” x 8§” 12 .25
Mount, Hiker, - specimen, 8” x *12” 6 .30
Mount, Riker, specimen,- 12” x 16” " 6 .57
Needle, Magnetic dip , : 1 3.50
Pan, pudding, Viko aluminum, 2 qt. *
Calif. Hardware Co., #5112
Plate, gas, 1 burner - - 1 1.10
Pliers, side cutting 6” Utica# 1050 1 pair .60
Press, flower, lln x 16” *1 2.00
Prism, equilateral, 25 mm. face .75- mm.
long 12 Uo
(Projection machines and screen to
meet the needs of the school from
list of standard equipment of
"Visual Aids.” :
Pulley, double, bakelite 6 .40
Pulley, single, bakelite 6 .30 .
Pump, air- - *1 30.00
Pump, fitter, length 3 1/8”, thread 3/8”^
Cenco. 5472 with coupling # C. for
threaded faucets, Cenco 5480 1 1.90
Pump, filter’ , -length 3/8”, thread 3/8”^
Cenco 5472, with coupling #C.for
threaded faucets., Cenco 5480. 1 1.50
56
Article
Std. Est.
Quantity Unit
Allowed Price
Pump, force, glass model
Pump, lift, glass model
Radiometer
Reading Lens, 3-§ x . / /
Rectifier, tungar (battery charger1 )
output 15 watt, 2 ampere 17.5 volt.
Rod, friction, vulcanite
Rotator, with chuck and spindle, with
loeknut for holding disks
Scissors, 1 sharp and 1 blunt point 5"
over-all, Henkel
Screwdriver, 4 nblade, Stanley § 70
Slides, microscopic, prepared, to be
selected by instructor
Spatula, stainless steel/ 8” blade",
Calif. Hdwe. Co., # 2015 or equal
Support, iron, complete'with 5 rings/ of
3% 4" and 5” diam., size of base
5" x 8t f
Telegraph Key, standard form
Telegraph .Relay, 20 ohms
Telegraph Sounder, 4 ohms
Telephone Receivers, double pole,
demonstrator form, 75 ohms
*1
* 1.
1
2
1
1
- .90
.80
1.85
:95
14.00
.25
- 0.00
6 pairs .20
1 120
« 45
*1
*1
1
*2
1.75
3.25
2/60
li80
5?
Std. Est.
Article • Quantity ■ Unit
Allowed Price
Telephone Set, commercial two-party *1 set 15*80
Thermograph *1 52.85
Thermometer, maximum and minimum 1 ’ 5.50
Thermostat,/ adjustable . * ■ . 1 3.25
Transformer, secondar-y 2-28V (14 steps)
150 Watt capacity 1 7.50
Trepod, iron, .without concentric rings
6" x 9t t ■ , 2 *45
Trough, pneumatic, galvanized, corrosion
resisting iron, tapered, top approx.
18, r x 7", bottom 9n x 6n, removable
shelf. 2 .80
Tube, barometer, Torricelli 2 .50
Tubes, capillary, set of 7, with support 1 set 1.25
Tuning Fork, physical pitch BT480 1 1*25
Tuning Fork, physical pitch G.T384 . 1 1.25
Volt-ammeter, pocket form • . 1 1*40
Weight, balance, metric, 100 gram 2 . . .60
¥Jeights, metric, 10 grams to 1000 grams,-
set of 9. 1 set 4.25
Wheel and Axle, bakelite 1 3.50
Wrench, single end,
6t f Crescent 1 .50
58
provided* A-bulletin board is provided near the front
door of the room where it is readily accessible to the
students as they pass in and out of the room. It may be
used for exhibiting clippings, posters and other materials*
The ratio of total window area to floor space for the
■ ‘ ■ l ' • •
room :is approximately 1 to 5*
Summary.
1. The standard size of the general science room
is 23* x 33* x 12*.
2* The standard size of teacher demonstration table
is 9*2” x 2*10” x 3*.
3. The ratio of total window space area.to floor
space is 1 to 5.
4. The general science room is very well equipped..
‘ 1
G* D. Strayer and N. L. Knglehardt, High School
Building Standards* Bureau of Publi c at I ons, ' f e acher s
. OollegeT Columbia University, 1924. ‘ (These authors
recommend a ratio of 1 to 4 to 5.) .
CHAPTER 71
SUMMARY' AND CONCLUSIONS
Summary« -
1. The teachers of ninth grade general science
in Los Angeles County are well prepared.to teach their
subject,.
2. All of the teachers have had training in at
least five elementary sciences.
3. Sixty-two per cent of the teachers interviewed
were men and thirty-eight per cent were women.
4. The Visual Aid Department, is of great help to
the teachers of general science and is being used by
every teacher♦
5. Excellent use is being made of the school
library for supplementary material in the teaching of
general science*
’.6* Science clubs are being discontinued. The
class itself is a club. •
7. Lecture demonstration has displaced individual
laboratory work in.the teaching of general science.
8. The teachers in each school adapt the course
of study to the community.
9. Most teachers use a combination of methods of
teaching with the .unit the base*
60
10* The science rooms are very well equipped* .
11* School assemblies are of great value in
stimulating an interest in general science.
12. Term papers are excellent training for the
ninth grade student* - ■ . . .
13. Notebooks are kept but the emphasis-is laid
upon the content rather than the form.
14. Student reports.are valuable in holding and
stimulating interest.
15. There is very little correlation of general
science with the other subjects in the curriculum.
Conclusions* In general .the results of this
survey showed the teachers well prepared, the rooms
adequate and well equipped with sufficient supplies;
the course content well thought out, materials of.in
struct ion admirably adapted to the aims of instruction',
and the methods employed producing commendable results*
While recognizing.that data collected from visits
to these twenty-six schools is too3 limited to be con- '
elusive, the results of the survey seem to warrant the
foilov/ing recommendations?
1. A program should be initiated whereby .therie
will be a greater amount of correlation be
tween general science and the other subjects
in the curriculum.
61
2* An attempt should he made to have the
teachers of general science keep abreast of.
the times by taking occasional courses in
general science and methods*
3. There should be a greater use of visual aids in
‘the classroom especially of the moving pictures
* and still films, •
4* • There should be a supervisor of science in-
struction in the larger cities to plan the
science lessons for all grades, to supervise
the teachers in their work, and to have
demonstration lessons for the teachers to show
them how the teaching should, be done* The
supervisor should call the teachers into con
sultation. and advise with them in working out
a suitable integrating program between the
three schools, elementary, junior and senior
high schools. This would, bring about ex
changes ; inwiewpoiht and- stimulate -scientific'
. iinterest in the community.
62
BIBLIOGRAPHY
Anibal, Fred G., ^Comparative Effectiveness of the -
Lecture Demonstration and the Individual Laboratory
Method,” Journal of Educational -Research* Volume
13, January,’ May, 1926. r
Bayles, E. E., "Problems involved in the Building of an
Integrated Science Program for Junior and Senior
High Schools*” Abstract. National Educational .
Association» Proceedings. l'95l: 566-7.
Bradshaw, E., "What do we Desire as Outcomes of Our
- Science Teaching Today?” School Science and
Mathematics. 31:690-4, June,
Caldwell, 0. W., "Preparation of General Science
Teachers,” School Science and Mathematics.
23:307-319, TZ3T. ------------- " - .
Crawford, Claude C., The Technique of Research in
Education. Univ/ersi’ ty oif Southern California,
. Los Angeles, 1928, 320 p.
Davis, Ira C*, "Analysis of the Subject Matter in the
Eight Most Widely TJsed Text Books in General
Science,” School Science and Mathematics.
31:707-14, June, Itel.
• . ."Apparatus Needed for General Science,” School. ,
Science and Mathematics. Volume 23, January, 1326.
Downing, E. B., Teaching Science in the Schools. University
of Chicago 'Press, 1925. — —
......”Are the New Sciences Crowding out the Old in the
High School?” School Science and Mathematics#
24:46-50, 1924.
....."Individual Laboratory Work Versus Teacher
Demonstration,” General Science Quarterly. Vol.11,
1927.
"Methods in Science Teaching^Journal of Higher
Education. 2:316-20, June ,1931— -------- °-
63
Eikenberry, W. S., ‘ The, Teaching of General Science. ;
University of Chicago Press, Chapter I.
Hofe, George D., "History of the General Science
Movement," General Science Quarterly* 1:200-206,
1916 . '
Hunter; George W./, "The Place of General Science in
the Secondary Schools," ' School Review. May,
June, 1925. * ; . • -
Hustin, P. W., "High School Science Teachers: A Study
of • Their Training in Relation to- the Subject they
Are.Teaching," Educational Administration and
Supervision. . 9:423-436, October , 1927'. ! " "
Jaroleman, N.M., "Making general science interesting,"
School Science;. an¥ Mathematics. 31:727-9, June,
Tmr. ! ---------- ; ---------.
Kellog, W. S., "A Survey of General Science in California,"
.General Science Quarterly, 6:373-385, 1922.
Klopp, W. J., The Relative Merits of the Methods, of
Teaching General Science in the High .'School. Klable -
Bros. Co., Mount Morris, ’ Illinois7 193 0..' 1 .
.... "An Experimental Study to Ascertain the Merit of
Three Methods of Teaching General Science,"
Doctor Vs Dissertation. ■ University of Southern
California.
Lake, ■ Charles H., "What we may Hope from the General
Science Course,” School Science and Mathematics.
Volume 26, 1926.
Le Conte, J. N., and Edmister, F. H., "Individual
Laboratory Versus the Lecture Demonstration Method,"
High School Journal. 14:445-7, December, 1931.
Monahan, A. C., "Science Instructors Take Account of
Stock," School Science and Mathematics. - October,
1931.
Nettels, C. H., "Science Interests of Junior High School
Pupils," Science Education. ■ 15:219-25, May, 1931.
Oesterling, H. C., and Rosenthal,'A., "Promotion of High
School Science Interest Through Science Clubs,"
School Science and Mathematics., 31:461-4, April,1931.
64
Osbuurn, E. S., "Science in the Integrated Curriculum,"
- Progressive' Education, 8:489-93, October, 1931.
.... "Stimulating Interest in Science," School Science
and Mathematics. 31:690-7, February, 1931.. r . '
Osburn, D. F., "Use of Visual Aids in Teaching General
Science by a Contract Method," California Quarterly
of Secondary Education. 7:14-18,' October, 1931."
Paul, H. G., "Teaching of Science and the Language
Problems," School Science and Mathematics.
31:652—64, June,1931.
Doing is the keynote - of science.
Powers, S. R*, "The Training of- Science Teachers in
Subject Matter," General Science Quarterly.
8:481-496, 1924.
Pruitt, C. M., "Sci s nce reading Materials for Pupi 1 and
Teachers," Science Education. 16:38-46. October,-
1931.
Reeder, Ward G., How to Write A Thesis, Bloomington*
Illinois, Public School Publishing Co., 1925, 136 p.
Roecker, W. F., "What Makes the Course in General
Science Worth While?” School Science and
Mathematics. 23:417-24.
Stormaand, Martin J*, Progressive Methods of Teaching,
Houghton Mifflin Co., 1924.’ ■ ■ " ■ ■ ■ ■ ■ 1 1 ■ 1 1 ^
Hewer methods of procedure, siich as the socialized
recitation, problem and project, and supervised
study, are given.
Twiss, G. R., Science Teaching. The MacMillan Co.,
Chapter I.
.... "Reorganization of High'School Science," School
Science and Mathematics. Volume 20, 1920.
Waples, Douglas, "A Technique for Investigations in
Class Room," Journal of Educational Research.
April, 1925. — — —— — —
Woodhull, F. F., The Teaching of Science. The MacMillan
Co., Hew torr;"T9T8".— ---------
Touton and Struthers,. Junior High School Procedure,
Chapter XI,"Science in the Junior High School."

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Asset Metadata

Creator Carter, George Henry (author)

Core Title A survey of ninth grade general science in Los Angeles County.

School School of Education

Degree Master of Arts

Degree Program Education

Degree Conferral Date 1932-06

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, sciences,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Ford, W.S. (committee chair), Hull, O.R. (committee member), Weersing, F.J. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c30-4485

Unique identifier UC11219683

Identifier usctheses-c30-4485 (legacy record id)

Legacy Identifier EP56885.pdf

Dmrecord 4485

Document Type Thesis

Rights Carter, George Henry

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA