We describe a first-semester, integrated, introductory biology and chemistry course for undergraduates at Wellesley College in Wellesley, MA, USA. Our vision was to create a supportive learning community in which students could comfortably make connections between scientific disciplines as they learned necessary content for subsequent courses,…

Two different versions of "big ideas" rooted content maps have recently been published for general chemistry. As embodied in the content outline from the College Board, one of these maps is designed to guide curriculum development and testing for advanced placement (AP) chemistry. The Anchoring Concepts Content Map for general chemistry…

Two concept maps have been developed to represent the organization of the material in a first-semester general chemistry course into two overall themes: a structure and properties theme and a quantitative chemical relationships theme. By providing these maps to students and referring to them in class, it is hoped that the instructor can assist…

Presents a topical outline for physical chemistry suitable for training both chemistry majors and nonmajors. Suggests that an additional semester beyond the two semester sequence is essential for chemistry majors to achieve the course objectives. (CC)

Discusses offering of a modular course designed to acquaint the student with methods of observing and quantitatively measuring the properties and reactions of chemicals. Included is a brief sketch of course content and requirements. (CC)

Describes some laboratory experiments that can strengthen the study of non-aqueous ionizing solvents in Nuffield A-level chemistry course. (PS)

Reviews an elective course designed to incorporate: (1) study of operating methods for adsorption, chromatography, and ion exchange in a pattern set by the instructor; (2) study of student selected topics with instructor developed lectures and assignments; and (3) course project done by each student. (SK)

Presents the results of a survey on the status of inorganic laboratory courses. Indicates that they are in a continuing period of evolution and all stages of the evolution are represented in schools across the country. (Author/JN)

EACH UNIT IS OF APPROXIMATELY 6 WEEKS' DURATION. UNITS ARE ON ENERGY AND THE HUMAN BODY, HEAT, ELECTRICITY AND MACHINES, CONSUMER SCIENCE FROM A COMMUNICATION AND PHYSICAL SCIENCE APPROACH, AND CONSUMER SCIENCE FROM BIOLOGICAL AND EARTH APPROCH. IN ALL UNITS, AS MANY CONCEPTS AS POSSIBLE SHOULD BE RELATED TO THE STUDENTS' EXPERIENCES. IN…

Described are chemistry and physics courses at several colleges as applications of the New Liberal Arts program for nonscience majors. The major themes of the program and several examples of this approach are discussed. (CW)

The authors provide criticisms of the teaching of organic chemistry in the United States. They suggest that changes be made in the method of presentation of the material, with topics introduced early in the course providing framework for subsequent material. (Author/SA)

REPORTED ARE PROCEEDINGS OF THE BOULDER CONFERENCE ON PHYSICS FOR NONSCIENCE MAJORS, SPONSORED BY THE COMMISSION ON COLLEGE PHYSICS. PART I OF THIS REPORT IS AN INTRODUCTION EXPLAINING THE CONFERENCE. PART II CONTAINS EXPANDED COURSE OUTLINES OF PHYSICS COURSES FOR NONSCIENCE MAJORS THAT WERE PRESENTED TO THE GROUP BY SEVEN PARTICIPATING…

Discusses changes made since the publication of "A Nation at Risk." Presents a chemistry course in which scientific literacy is a major emphasis. Provides methodology for the course and a listing of the topics for instruction. Notes several criticisms of the approach. (MVL)

Reports on the results of a survey of college level instructors of quantitative analysis courses. Discusses what topics are taught in such courses, how much weight is given to these topics, and which experiments are used in the laboratory. Poses some basic questions about the curriculum in quantitative analysis. (TW)

Describes a 16-week course on fundamentals of chemical engineering offered to high school science teachers by the New Jersey Institute of Technology. Discusses the course structure, including the topics addressed. Provides two material balance problems in the appendices. (TW)