Discusses the teaching of a junior level physical chemistry course with self-paced instruction to engineering and physical science students. Included are a description of topics and a summary of student responses. (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 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)