General biology courses should be planned and taught in colleges according to widely accepted theories and laws of biology. A list of 24 such principles is provided around which general biology courses could be structured. (PS)

The course was designed: (1) to broaden the base for chemistry majors to build their courses; (2) to illustrate how some chemistry principles are applied to real situations; and (3) to serve as an introduction to geochemistry for geology majors. (DF)

An introductory course is designed with relevance for directly instilling into the students a sense of the unity and coherence of chemical ideas. The sequence also has the flavor'' of a research project. (DF)

Contains a description of an open-ended laboratory physics course for college freshmen and sophomores planning to become elementary school teachers. (CP)

Presents tabulations of data from a questionnaire survey of English Colleges of Education. Data concern the position of biology as a component of courses for trainee teachers. (AL)

Suggests a new subject for the modern undergraduate program. The new subject should be chemical measurement, and its short definition might be the method of describing the properties and reactions of chemicals quantitatively." (Author/TS)

Brief descriptions of several of the laboratory experiments which have been incorporated into an acoustics course for music majors. Includes vibratory motion and sound generation, nature, speed, and pitch of sound, spectrum analysis and electronic synthesis of musical sound and some conventional sound experiments. (Author/TS)

Describes an intermediate level mechanics course based on the solution of problems by computer. The nature of these problems and their solution by computer is discussed, and the sources of the programs indicated. (Author/TS)

Describes the content and use of Scientific Writing for Graduate Students: A Manual on the Teaching of Scientific Writing" prepared by the Committee on Graduate Training in Scientific Writing of the Council of Biology Editors. (AL)

The teaching of the process of science in physics courses is discussed with reference to recent intellectual trends. Arguments and examples indicate that process courses" must necessarily involve philosophical questions and questions of social criticism. A description is given of an interdisciplinary upper-division course. (Author/TS)

Describes a course to give to non-engineering students at least a qualitative physical explanation of some examples of fluid flow situations observed and encountered in our daily lives. (Author/TS)

Suggests a course suitable for the general education of all college students using biological topics as a bridge between sciences and humanities. (AL)