General course content of and instructional strategies for two high school chemistry courses are described. Includes a list of experiments done during the 40-week school year. (SK)

Topics and instructional strategies for an upper-level, problem-oriented science and society course at De Paul University are described. Objectives and grading procedures for "Problems in Modern Warfare, Arms Control, and Disarmament" are also described. Course syllabus, bibliography, and sample quizzes/examinations are available from…

An instructional system at the University of Maine (Orono) was developed to address problems unique to this institution. The system consists of biology instructional modules, variable pacing through computer-generated examinations, and variable credit. Although lectures were initially eliminated, they were reinitiated to motivate students and help…

Outlines a course in which toys are used to demonstrate physics concepts, stressing available or easily constructed toys. A recent lecture sequence included toys demonstrating equilibrium, force/torque, linear/angular momentum conservation, energy conservation/storage, flying, vibrations, programed music, and others. Illustrations of selected toys…

Describes how the Technical Library at Texaco Chemical Company conducts a course in the use of the library and the chemical literature therein. Suggestions are then given on how academia could most thoroughly prepare students to utilize the information available to them in an industrial setting. (Author/JN)

Discusses a role-playing technique used in a physics of music course that introduces students in a course for nonscientists to the thought processes and experiences of being a scientist. Students select a research project and present results as a journal article or an oral presentation at a scientific "meeting." (Author/JN)

Following the description of a college organic chemistry course involving self-study and small group classroom work, summarizes five years of teaching the course (1976-1980) to chemistry majors. (Author/SK)

Outlines a five-week chemistry program designed by university faculty for junior high students with a strong interest in science. (CS)

Self-paced and lecture versions of a general geology course were taught by the same instructor using identical exams and nearly identical instructional materials. No significant differences were found in apparent scholastic abilities, exam results, or levels of satisfaction with the course. Enrollment was notably higher in the lecture version.…

Updates the results of a six-year experimental course in physics whose goal was to translate the physicist's approach to science into an approach to the teaching of physics. Provides a course description and rationale and outlines the instructional procedures used. (GS)

Deals with trends arising from decreasing amount of descriptive chemistry being taught. A course outline is suggested, and general and specific aims are mentioned. Some detailed examples of models of thought, which should replace theories, are suggested and the future of syllabi is briefly discussed. (Author/JN)

Presents a curriculum that attempts to foster responsible, decision-making capacities in senior high school or undergraduate freshman students with respect to the use of hashish and marijuana. (CS)

Described is an interdisciplinary science course in speleology. Topics include geology, biology, chemistry, physics, and mathematics associated with speleology. The general outline of the course and a reference source list is included. (DS)

Discusses a method used at DePaul University of Chicago, Illinois, in a relativity course for students who are not science majors, emphasizing logical reasoning rather than memory of facts. (HM)

Describes a method utilized at Iowa State University for teaching a biochemistry laboratory course for non-majors involving the use of student independent projects and experimental choices. (BT)