This column reviews commercially produced science curricula and highlights "Individualized Science" by Imperial International Learning Corporation. A description of the program is given as well as specific aspects of the organization of units and materials used. (BR)

Describes the main features of the personalized system of instruction (PSI) or Keller Plan, and outlines the advantages and disadvantages encountered in implementing this instructional format in a freshman non-major biology course. (JR)

Describes a self-paced, mastery-oriented introductory physics course offered at Cornell University which incorporates aspects of audio-tutorial instruction and the Personalized System of Instruction (PSI). (SL)

Describes a self-paced geology course utilizing a diversity of instructional techniques, including maps, models, samples, audio-visual materials, and a locally developed laboratory manual. Mechanical features are laboratory exercises, followed by unit quizzes; quizzes are repeated until the desired level of competence is attained. (Author/JN)

Describes a course designed to teach the fundamental microbiological principles common to all disciplines. The course is designed to meet individual student needs through self-directed lab work and various minicourses on topics in applied microbiology. (GS)

A loosely structured high school chemistry course with semester deadlines was modified into a self-paced course with unit deadlines (nine units/semester). Course structure, laboratory work, classroom management, testing/grading, teacher role, and student attitude toward the course are discussed. A sample unit (solubility equilibrium) is included.…

Describes the use of personalized instruction in an introductory biology course for nonmajors at the University of Wisconsin-Superior. (CS)

Describes an individualized general biology course, taught at Marymount College of Kansas, that encourages students to assume responsibilty for their own learning. (JR)

Describes an introductory individualized physics laboratory system for science and engineering students. (SL)

Describes the chemistry program in a high school which operates on a modular schedule. Each module is 20 minutes long, and there are 21 modules in a school day. Student success in the program is credited to the modular schedule and to use of learning activity packets (which are also described). (JN)

Describes "Studies in the Physical Sciences" (SPS), an audiotutorial physical science course designed for non-science elementary school classrooms. The course is completely laboratory-centered with no formally scheduled classes. Students can work at their own speed, choose what they will study from the sixteen units available and design…

Selected aspects of a self-paced chemistry program are described. These include student selection, supervision requirements, and grading indicating that student selection is the key to a successful program. Also points out that quality/quantity of learning (determined by testing) is comparable to traditional lecture courses. (Author/JN)

Describes an introductory chemistry course presented at the University of Illinois, Urbana-Champaign, in which students meet four times a week in classes of 25 each with a teaching assistant to view lectures via videocassette. (SL)

Describes an electrical engineering program in which assignments have been computerized to individualize out-of-class work. (SL)