Four contributors on curriculum development explain philosophic aspects of Nuffield Advanced Science Projects, a course in science and education, a conservation course, and an audiovisual method for self-teaching. (PS)

Describes a course based on the belief that no particular topic in chemistry is absolutely necessary for nonscience majors. Concentrates on enhancement of the general education of students rather than the teaching of technical skills. (DF)

Describes a physics laboratory course which operates without written instructions and with no required experiments. Course is based upon one- or two-week topics in mechanics, heat, electromagnetism and optics with a student-designed experiment in modern physics as an extended project. (DF)

General biology courses should be planned and taught in colleges according to widely accepted theories and laws of biology. A list of 24 such principles is provided around which general biology courses could be structured. (PS)

The course was designed: (1) to broaden the base for chemistry majors to build their courses; (2) to illustrate how some chemistry principles are applied to real situations; and (3) to serve as an introduction to geochemistry for geology majors. (DF)

An introductory course is designed with relevance for directly instilling into the students a sense of the unity and coherence of chemical ideas. The sequence also has the flavor'' of a research project. (DF)

Suggests a new subject for the modern undergraduate program. The new subject should be chemical measurement, and its short definition might be the method of describing the properties and reactions of chemicals quantitatively." (Author/TS)

Describes a geology course for earth science education majors offered by The Ohio State University in cooperation with Colorado State University. Relates the course activities around Boulder, Colorado and a camping trip through the Colorado Rockies. (RR)

The teaching of the process of science in physics courses is discussed with reference to recent intellectual trends. Arguments and examples indicate that process courses" must necessarily involve philosophical questions and questions of social criticism. A description is given of an interdisciplinary upper-division course. (Author/TS)

Describes an eight-module, high school chemistry curriculum (including outline of course content) which encourages students to envision chemistry as a science based on general, related concepts rather than on a discipline composed of segmented, isolated topics. Module 1 objectives, assignments, laboratory experiences, and test are available from…