Describes a two-quarter hour college chemistry course focusing on laboratory safety. Includes lists of topics/assignments, problem sets (toxicology, storage, and energy) and videotapes, films, and slide sets used in the course. (JN)

Describes the use and analysis of pretests/posttests for assessing instructional consequences in introductory college chemistry. Results from two studies (N=58 and N=136) are discussed as well as the use of pretests/posttests in helping instructors to identify course topics which need attention and improvement. (Author/JN)

Encouraging scientific thinking through open-ended experiments, allowing students access to common chemical instrumentation, and introduction to laboratory techniques are goals of a high school science laboratory program. Course content (general, inorganic, and organic chemistry), limitations, and course evaluation are discussed. (Author/JN)

Describes the first course of a new physics curriculum developed at the Karlsruke Institute for the Didactics of Physics. The basic idea, energy flow, is introduced at the beginning of the course and illustrated by examples from everyday life. Highlights selected topics which introduce concepts unique to the approach. (Author/JN)

Presents a frame syllabus for biology teaching at the primary and secondary school levels, covering the age range 6 to 18 years. The topics listed, with resulting implications for school life and society, can be used to prepare state-level biology syllabi and for curriculum reform. (Author/SK)

A comprehensive teaching/learning chemical energy package was developed to overcome conceptual/experimental difficulties and time required for calculation of enthalpy changes. The package consists of five types of activities occuring in repeated cycles: group activities, laboratory experiments, inquiry questionnaires, teacher-led class…

Evaluated and described is an innovative freshman chemistry one-semester laboratory, relating changes in the course to objectives in decreasing lab expenditures, increasing learning, increasing quality, improving attitudes, and producing materials for widespread use. Lists topics for experiments, videotape presentation, and computer simulation.…

A biology field course organized to study the effects of the June 1979 Mexican oil spill on the marine biology of the shores of south Texas and Mexico is described, demonstrating how to effectively couple a biology classroom course with a natural or human caused environmental disaster. (Author/DC)

Descriptions of high school chemistry courses are provided, including organic chemistry, introductory chemistry for mathematics-shy students, and a course for eighth-graders taught by high school seniors. (SK)

Describes the physics program at Saudi Arabia's University of Petroleum and Minerals, including the physics curriculum, examinations, and future plans. Includes comments on the development and operation of the University as a whole. (SK)

Describes a single introductory course for both nonscience and physics majors, emphasizing wave aspects of selected physics phenomena rather than traditional Newtonian mechanics. Modes of presentation, consistent with the notion of a spiral syllabus, are explained with reference to the cognitive and educational theories of Bruner and Piaget.…

Describes a competency-based, modular laboratory course emphasizing the synthesis and characterization of polymers and directed toward senior undergraduate and/or first-year graduate students in science and engineering. One module, free-radical polymerization kinetics by dilatometry, is included as a sample. (CS)

Suggestions are given for dealing with "senioritis" in high school students. These include offering college-level courses at a reduced cost. A description of introducing the college freshman biology course at Syracuse University into a high school program is given, with guidelines to promote success. (Author/SA)

The approach described in this article represents a combination of teaching techniques that were successful for a high school biology teacher. The process is described as shared decision making and the student becomes an active partner in the learning process. (Author/SA)

A course is described that is designed to encourage exploration, conceptual invention, and expansion of an idea. Results are given that relate to curricular experimentation with chemistry. (SA)