Discusses the objectives, main sections, and rationale underlying the final report of the Subcommittee on Chemistry for the Nonscientist. (CC)

Describes the two functions of teaching and learning processes: short-range training and long-range education, and suggests that the course had better be carried out first via the Keller plan and then via lectures on exciting materials of the subject matter. (CC)

Compares a self-paced laboratory to a conventional laboratory; the students in the self-paced group achieved significantly higher grades and were enthusiastic about the format. (MLH)

Describes a self-paced high school chemistry program and its development over a 14 year period. Reviews the major evolution decisions resulting in the course as it is structured presently. (Author/SA)

Describes a chemistry course designed for the general student at Pampa Senior High School, Pampa, Texas. It presents the fundamental concepts in chemistry in a nonmathematical context; contains many options in the form of minicourses; and permits the student to pace himself. (HM)

Describes the basic spirit and details of a one-semester lab-oriented chemistry course designed within a flexible, self-paced format for elementary education majors. Included are a syllabus and a competency measure. (CC)

Describes a collection of college chemistry demonstrations designed for self-paced classes. Some of these exercises stem from original ideas; others are adaptations of one or more published demonstrations. Two exercises, as examples, are also included. (HM)