Discusses a preparatory course for the traditional freshman chemistry course, specially designed for ill-prepared community college students. (MLH)

Discusses the use of a co-teaching approach in a calculus-based, first-year, elementary physics class. Presents student questionnaire responses along with a discussion of the techniques, advantages, and disadvantages of this method of teaching. (MLH)

Traces the evolution of a self-paced organic chemistry course over a three-year period by outlining the reasons behind the important changes that were made and assessing their effects. (MLH)

Describes a one-quarter course in analytical chemistry in which the student performs a variety of analytical methods on the same soil sample. (MLH)

Discusses the content and success of an introductory general-studies physics course that emphasizes the theory and operation of hi-fidelity audio equipment. The course avoids traditional abstract mathematics and makes frequent use of classroom demonstrations and laboratory experiments. (MLH)

Discusses the planning and organization of an instrumental analysis course for chemistry majors designed to acquaint the students with an appreciation of the variety of ways available for a given analysis. Describes grading procedures and the use of taped lectures. (MLH)

Discusses the conduct of an introductory biophysics course with a personalized instruction by using tutors selected from the students themselves. Included are three tables of text contents, a sample of a terminal questionnaire, and a list of biophysics references. (CC)

Provides a survey of available full-time, part-time, and sandwich courses which can lead school leavers between the ages of 15 and 23 years to qualifications in pure physics, applied physics, and physics education. (CC)

Four contributors on curriculum development explain philosophic aspects of Nuffield Advanced Science Projects, a course in science and education, a conservation course, and an audiovisual method for self-teaching. (PS)

Describes a course based on the belief that no particular topic in chemistry is absolutely necessary for nonscience majors. Concentrates on enhancement of the general education of students rather than the teaching of technical skills. (DF)

Describes a physics laboratory course which operates without written instructions and with no required experiments. Course is based upon one- or two-week topics in mechanics, heat, electromagnetism and optics with a student-designed experiment in modern physics as an extended project. (DF)