According to Japanese Industrial Standard (JIS), the litmus paper has been changing color clearly from blue to red at pH 5, and from red to blue at pH 8, using buffer solution. But, when using general solution of acid or base, the color change of litmus paper does not happen at such pH. Therefore, when color of the litmus paper (made in TOYO-Roshi) changed practically by use of typical acid and base, the authors tried to measure and ascertain the pH value. The measured color changing pH value was 3. 9 in the case of using hydrochloric acid (HCl), and 11. 4, 4. 4, and 10._4 were respectively in the case of sodium hydroxide solution (NaOH), acetic acid (CH₃COOH)and ammonia water (NH₄OH). The absorption spectra of litmus solution, impure azolitmin solution and pure azolitmin solution, these many spectra were measured at various pH values. For example, the absorption spectra of impure azolitmin solution that effused by 30% ethyl alcohol on potato starch column are shown in figure 2. As shown in figure 3, when the difference of absorbance happens over 0. 020 on the same wavelength, the difference of the solution color can be confirmed by careful observation. As shown in figure 4, when the wavelength of the peak of absorption spectrum differs over 20nm on the same absorbance, the change of the solution color can be confirmed clearly. According to the figure 5, when the absor bance differs over 0. 020 and the wavelength differs over 20nm at the same time, a little difference of the color and a slight change of the color can be confirmed clearly. Therefore, by investigating many absorption spectra, the correlation between pH change and a little difference of wavelength can be obtained as coordinates. When the::e coordinates are plotted with pH value as ordinate and the wavelength as abscissa, the color change curve for pH is obtained. In figure 7, the two lines are color change curve for pH that based on the absorption spectra of the litmus solution on the market. And the line a and b point out that there are two kind of litmus. Line a represents one kind of litmus that the solution of itis not respond so sensitively, with the pH changes on acid side. But when the pH changes from 8 to 9 on basic side, the color of it changes from red to purple and blue. Line b represents another kind of litmus that the solution of it changes from red to purple and blue, with the pH changes from 3 to 4. In figure 8, line a is a color change curve for pH by impure azolitmin that effused by water on potato starch column, but when using of 30% ethyl alcohol, the curve of impure azolitmin effused by the column is shown line b or c. Line d shows a curve by Merk's azolitmin. Line e shows a curve by almost pure azolitmin that is purified by repeating -0f liquid chromatographic techniqne.

Recently it is a characteristic to increase the content-domains of science education. In this paper; IPN Curriculum Physics ‘unit : "Energy supply by nuclear power plant" is analyzed, in order to examin the viewpoints of organizing subject matter, problem of selection and arrangement of content concerning the new content-domains introduced in science education. Also this analysis extends to the conceptions of education, science (physics) education and science (physics) in the background of organizing this unit. Through this analysis followings were cleard. (1) In this unit there were viewpoints of physics, technology, economy, polit cs, influence on environment and historical development as to organizing real problem in scientific and technological socienty : "Energy supply by nuclear power plant" to subject matter. (2) The position of selection and arrangement of contents from those viewpoints aimed at understanding various aspects of this problem on the basis of the knowledges in physics and technology, still more fosterring and futherring the ability of behavior necessary for solving this problem. And this position applied well in the form of teaching this unit. (3) This position was caused by the conception of physics education which aimed at fosterring the social-democratic qualification. And futher this conception was formed under the influence of the conception of education which was related to critical-educational science (kritische Erziehungs wissenschaft), of the conception of the science which gave light on social and political aspects, and of the critical conception of science in some sense. (4) Some viewpoints and methods in organizing this unit seemed to be significant for our dealing with the content-domain : "science and society" in physics education and other science education in Japan.

The questionaires were sent out on the energy concept in the school education grade. And, the disparity in sexes, the transfigration by study, and the understanding of an energy concept are investigated, The recults are as follows. 1. The increasing rate of right answers from sixth to ninth drade is larger than that ninth to twelfth grade. Especially, when the answers were examined one by one, a junior high school boy can able to understand and recognize about an energy form, an energy preservation, and an energy change are cleared. 2. Comparing the pattern of an energy recognition of a senior high school boy with a junior high school boy, a junior high school girl, or a senior high school girl, a capable difference cannot be observed in six to fourteen questions, one to fourteen questions, or seven to fourteen questions. On account of this reason, a junior high school boy can study the nature phenomena through an energy concept as well as a senior high school boy, but a senior high school girl can not study on the most of the same subject. 3. In the physical and chemical lines, a capable difference can not be observed within a junior high school boy and a senior high school boy, but a difference can be observed in the biological geological lines. This fact indicates that the formation of an energy concept to a boy at early school grade through the physical and chemical lines is easyer than through the biological and geological lings. Therefore, an energy concept to a girl through the physical and chemical lines is not effective both at junior and senior high school grade. An energy concept can be studied only at senior high school grade through the biological and geological lines.

The reaction on the title is experimentally examined for an undergraduate chemical kinetics experiment. This reaction has been used as the basis for an experiment for an undergraduate course of University of Pennsylvania, whose results of practices were already reported by C. E. Hedrick. It is necessary to re-examine the reaction condition and the method of caluculation of the reaction rate, since the reaction proceeds not so simply as Hedrick reported. In our experiment, the concentration of the Cr³⁺--EDT A complex formed is continuously measured by the spectrophotometrical techniques and is recorded on the chart paper. The reactions are run at the definite temperatures of 20-50℃, the definite concentrations of 0.75×10^-3-4.50×10^-3 of Cr³⁺ mole/litre and 8×10^-6-4×10^-5 of H⁺ mole/litre, and in the presence of the excess EDTA. Usually, with the proceeding of the reaction, there is a considerable change in the hydrogen ion concentration and this change dominates the reaction rate. The initial rate of the reaction is, therefore, tried to obtain prior to the determination of the rate equation. In the above procedure, the rate of complex formation, r is found to obey the following equation: r=k〔Cr³⁺〕〔H⁺〕^-1 The accurate observation of the reaction rate requires, first of all, the precise measurement of PH value of the reaction system. The reaction of Cr³⁺-- EDT A complex formation is the successive one and the rate equation obtained satisfactorily explains the reaction mechanism. Therefore, this kinetics experiment may be appropriate for the prelude to a kinetics experiment concerning the steady-state method.

It is very difficult to have the student acquire the force concept correctly in the junior high school science, although they have got much experiences about the statics phenomena in everyday life. The authors intanded ot investigate how to improve the teaching methods of the sttics in the 7th grade ranging from "the functi on" to "the balance of the two forces"・They reconstructed the curriculum which were different from those written in the todays text books at the following points. (1) The law of action and reaction of the force is learned after the balance of the two forces. (2) The Idea of the transmission of the forces was newly introduced (3) The concept of balance of the two forces was learned when the arrow (vector) representation of the force was introduced. (4) To let the student recognize conciously that any force acts between objects, the student was required to represent any force as a force acted by an object Y to an object X. The authors adopted these curriculum and teaching methods to the junior high school students and surveyed the results by tce test papers written by the authors. The data showed they were very effective to let the student understand the following basic concepts of the force. (1) The force acts between two objects. (2) The force is interactive. (3) There is a distinct difference between the balance of the two forces and the action-reaction of the force.

The author intended to investigate the reasons why the college students in science major liked or disliked the science before they entered the colleges. For these purposes, he asked his 244 students (201 males, 43 females) to write down a report in free style why they liked or disliked the science in the pre-college schools. The reports collected were analysed and interpreted from various points of view. The findings of the investigation are as follows. There are two reasons why they liked the science in the pre-college schools; (1) is the strong impression for the natural phenomena, (2) is the good environment to promote thier science learnings. Furthermore, it revealed that the former (1) depends upon the individual personality and the latter (2) is influenced deeply by the teachers who taught them. It is also concluded that the conditions for the good teachers are the inventiveness in the classroom, having broad scientific knowledges and the intimacy with children.

It is a majer object of science education to cultivate pupils' attitude and ability to find out questions in and learn from nature as they live with and observe it. This will be attained when pupils not only observe nature well but also transmit others the information obtained by their five senses with their own diction. For pupils to listen to others enough and to have correct understanding of nature are also important. Recently it has been considered that to form linguistic recognition of nature is significant in science education. In this paper, we propose a method for estimation laying emphasis on speech as a means to improve science lessons, which might precede the problem of linguistic recognition in scienee education. For the estimation, all the speeches in the science lessons recorded on tape were divided into three classes; utterances of the teacher (T) and those of the learners which are audible (S) or inaudible noise (N), and the appearance of each class of the utterance in cour2e of time was expressed on chart by use of a dual-channel recorder. From these charts, the total number of minutes about each class of the speech, T, S or N, in each science lesson could be measured and, further, the recorded patterns on the chart were classified according to their frequency into five types; e. g., type A stands for keeping on speaking, type D stands for taciturnity and type E corresponds with inaudible noise of the learners, N. Then science lessons could be characterized by nine kinds of "dual types" as AD, BB and so on which were formed by pairing the types of recorded patterns for teacher's utterances with that for the learner's utterances. It was found that when changes of these "dual types" in the whole lesson were traced in course of time, these "dual types" provided useful measures to e5timate the lesson and to -compare it with other lessons. This method can be applied saving labor and time and must be effective for the analysis of science lessons particulaly inside schools.

The author has intended to survey the elementary and junior high school student's ability to classify the three states of matter. To solve this problem, he has surveyed the extension and intension of the concept of the three states of matter, respectively, and contrasted this results with the contents of Japanese and foreign curriculum contents. The following findindings were obtained. 1) As a survey of the extension, the students were asked to classify the 21 sorts of matteer into three states consequently, some of them failed to classify the snow, steam, vapour, mercury into each states in the common grade levels. Particularly, the percentages of the students who could correctly identify all three states of water were 2% in elementary and 20% in junior high school students. 2) In elementary school students, some of them failed to identify the powder (e. g. powder of chalk, pepper) as a solid. 3) The identification of the above the 6 sorts of matter require the accurate definition of three states of matter, therefore, the results of the incorrect identifications above mentioned reveal that the students have not formulated the definition of three states of matter. 4) As a survey of the intension, the students were asked to define the three states of matter from the macroscopic viewpoints, consequently, the following three definitions have been revealed. Conceptual definition : The three states of matter are defined by their shape and volume. Phenomenalismic definition : The three states of matter are defined by their external appearance. e. g. solids are massive, liquids get wet, gases are invisible etc. Individual definition : The three states of matter are defined by the specific matters or properties of theirs. e. g. solids are like the ice, liquids are like the water, gases are like the air etc. 5) Although the explanation of the propreties of all three states of matter need to use the conceptual definition, the percentages of it were 0% in elementary and 4% in junior high school. 6) The low percentages of the correct identificatios of the above 6 sorts of matter may result from the low percentages of students conceptual definition of three states of matter. 7) Comparing with the foreign textbooks, Japanese course of study and textbooks do not define the three states of matter, therefore, the (1)-(6) problems may result from Japanese curriculum contents.

Elementary school teachers traditionary bring the flash lamps into the lessons of electricity for the lower grade children. The author experimentaly introduced the model electric motor in these lessons of the electricity as a black box, so that children would do more diverse activities and be able to understand more deeply the concepts of the electric circuit. The following hypotheses were formulated for these lessons; (1) Childrens ‘activities in the classroom would become more active and lively. (2) Children would become more conscious about the +, -poles of the battery. (3) Children would understand more deeply the basic concepts of the electric circuit. (4) Children would change thier images for electricity that is called the collision theory in which two kinds of electricity coming from two poles collide each other. After the lessons, there hypotheses were chequed by the records. collected during the lessons and the test papers for the evaluation. As the result, the hypotheses (1), (2), (3) were completely supported but (4) was not supported. In the lessons, children were allowed to engage in the messing about with the model motor delivered to each child, and went on to construct a motor fun and a propeller ship using a miniature propeller They were much interested in the motor, consequently thier activities were very vivid and active unexpectedly.

The teaching materials of the 'cohesion of solid body' were very popular materials in Japanese scientific introduction in first half of the Meiji era. But, those materials have been disappeared in many scientific textbooks, after 'the golden age of Stewart physics in Japan 'on the 1890's. And those never have been again appeared in Japanese primary and secondary school textbooks, even though microscopical treatise in physical phenomena has been respected under the influence of 'Innovation of scientific education' after the Ⅱnd World War. Through this study on the source and history of those materials to reconsider those as introductory materials or corpuscular view of atomism, the following facts became evident: (1.) Experiments of the cohesion of solid body which popularized in early Meiji era. were'Garasu Nenchakuban'(adhesion of two plates of glass) and adhesion of two slabs of marble. Though those experiments were not perfectly proper for the purposes of those textbook writers, those were prepared to show sensibly the molecular attractive force. (2.) Those materials were introduced by the translating western text books on modern science in early Meiji era. But before the Meiji Restoration (1868), the scolars of Dutch studies had been already introduced those experiments which involves the 'Cohesion of two Balls of Leads', and those have been become current topics for 'kyuri' (experimental and natural philosophy in Japan). (3.) Those who first did experimented and publicized on the 'cohesion of two balls of leads' were Fr. Triewald and J. T. Desaguliers. They studied the atomic constitution of matter as discussed in Newton's Opticks, and endeavoured to show sensibly and experimentally 'attraction of cohesion' in the 18th century. The author proposed that the experiments of the 'cohesion of two balls of leads' are now valid for the primor of Atomism, beeing based on the discussion above-mentioned and presentation of the original papers of the 'On Cohesion of Leads'.