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

Presents the outline of an organic polymer chemistry short course, 3-4 weeks. (SL)

Describes a course designed to improve the instruction of teaching assistants (TA's) in physics laboratories. (SL)

The standard two-semester organic chemistry course at Texas Christian University was reorganized as a two-cycle course. In addition, lectures and laboratories were made into separate courses with the laboratory consisting of a formal lecture session and experimental work. The structure, advantages, and disadvantages of the course are discussed.…

A 2-month program for third-year students at Yeshiva's Albert Einstein College of Medicine that provides a model for integrating basic sciences and clinical training is described. It demonstrates the importance of lifelong learning in a field that constantly changes. (Author/MLW)

Offers perspectives on approaching and teaching a biology course for nonmajors. Proposes that teaching less may better prepare students to become more scientifically literate. Identifies areas and priorities that may effectively contribute to students' understanding of science. (JM)

Outlines goals and topics for a course on technology and literature. Subjects, authors, and readings are listed under: impact of nature, technology, and society on the self-concept; language as a technology; new perspectives; and imaginative literature. Student projects (with summaries of selected ones) are described. (DH)

Describes an advanced high school chemistry course that exposes students to a wide variety of modern, realistic instrumental techniques. The laboratory syllabus for the course (which uses the textbook "Organic Chemistry" by Morrison and Boyd) is included. (JN)

Discusses factors leading to the development of a four-year industrial chemistry program at Michigan Technological University and provides details of its structure. Includes brief descriptions of courses required in industrial chemistry but not in the traditional chemistry program and list of optional courses. (JN)

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)

Described is a secondary level physics laboratory course designed to teach analytical thinking. Included is an analysis of a typical activity requiring the student to create and complete his own experiment. (SL)

Described is an action-learning secondary level biology course which combines science, English, and social studies. Guidelines for selecting topics to be presented and three detailed examples of topics that have been included in past courses are presented. (SL)

Discusses some of the alternative approaches adopted by the Experimental College-Earth Science Teacher Project at Minot State College in an attempt to attract general education students and transmit the excitement and challenge of science to non-majors. (JR)

Describes an elective course dealing with chemistry for the consumer. Students investigate consumer products, the chemistry behind these products, and possible ways in which a better understanding of chemistry could help them become more selective consumers. The chemistry of aerosols is a topic given particular attention. (JR)