Suggests using thematic approach for physics instruction based on the broad theme of energy resources. Presents physics pathways from student and lecturer viewpoints, and describes how the course operates. (SK)

Describes teaching an activity-oriented high school chemistry course during a six-week summer session, including personal experiences of the teacher, laboratory activities completed, examinations, parental involvement, and some innovations that worked. (JN)

Describes a course offered for the freshman civil engineering major at the University of Missouri-Rolla. The rationale of developing the course which focuses on the symbolic, social, and technological aspects of the Mississippi River is included. (HM)

Presents three science education notes for British science teachers and educators. These are (1) science in general studies; (2) the problem of primary science; and (3) the development of a grade 3 science course. (HM)

Describes a course addressing the association between geology and information science. Outlines the course content and organization and provides examples of questions supplied to students to introduce them to various information search strategies. (GS)

Describes a chemistry course for liberal education college students, characterized by team teaching and application of knowledge to present problems and issues. (CS)

Discusses a one-semester course offered in the School of Chemical Sciences at the University of Illinois at Urbana which incorporates technical writing and the use of the chemical literature into a single course. (CS)

Presents Part II of a description of a computer-oriented course on process control which has been offered at the University of Wisconsin for undergraduate students. Lecture topics and laboratory experiments are also included. (HM)

Describes the undergraduate chemical engineering curriculum at the Speed Scientific School of the University of Louisville. The history of the department, a description of the chemical engineering courses, and the strengths and weaknesses of the program are also included. (HM)

Describes a course offered at the University of Toronto. The course deals with the new world view of the nature of reality and the parallels of the concepts with modern physics and Eastern mysticism. (Author/SA)

Discusses whether electronics should be included as a subject at school, and describes the process of developing an O-level electronics course which is based on electronic systems for British schools. The course content and structure are also included. (HM)

McMaster University School of Medicine admits students who may not have had an extensive education in physics, chemistry, and biology. The objectives and teaching methods of a preliminary course once offered to those students and now incorporated into the M.D. program are described. (Editor/LBH)

Described is a seminar designed for graduating senior chemical engineering majors. The class structure, schedules, goals and objectives, homework assignments, course grading, and student comments are discussed. Listed are a questionnaire for evaluating mock interviews, talk topics, and job selection criteria as developed by the students. (CW)

Develops a programed approach for developing design projects. Describes the initiation, design experiences, final report, and problems of the approach. (YP)

Discusses a "process control" course in undergraduate chemical engineering. Describes current practices and philosophy and an outline for a course to be taught in the future. Appended are summaries of 12 participants' discussion. (YP)