Abstract
The science curriculum in high school is undergoing frequent change and revision. The trend has been to require general science in the ninth grade, to require biology in the tenth grade, and to offer physics and chemistry as electives in the eleventh and twelfth grades. Authorities in the field of science-teaching are in agreement that the science curriculum should develop a definite sequence from year to year and from unit to unit in order that pupils may be prepared to meet problems of increasing difficulty as they advance from course to course. The purpose of the study reported in this article was to determine whether present courses in general science and biology are articulated, providing opportunity for pupils to meet problems of increasing difficulty as they advance.
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