Discusses a random self-paced examination which is designed to increase the number of high scores by making explicit the problems to be solved. Indicates that the novel examination is a useful part of the performance-grading method, rather than the competitive-grading method. (CC)

Discusses the use of self-paced study programs to teach physics to deaf students through lip movements, sign language, and fingerspelling. Describes several instructional problems encountered in the teaching-learning process. (CC)

Describes various physics courses offered at Moline, particularly the conduct of self-pacing programs for grade 10-12 students who are either interested in the topic or planning further study in science. Indicates tremendously increasing enrollments with the adoption of the new instruction method. (CC)