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)

Describes the use of behavioral objectives, computer programs, concept mastery, and activity flowcharts. Explains the evaluation procedure and enumerates advantages to the student. (GS)

Describes a course based on three levels of student performance (achievement, rationalization, creative). Students work on the achievement level at their own rates with lectures available, but not mandatory. Laboratory exercises are required. Grading is dependent on the amount of fulfillment of all three levels. Year-end assessment was determined…

Project Physics is taught at Gibault High School (Waterloo, IL) using a modular schedule and learning activity packets. A description of the course, instructional strategies used, and the learning activity packets is provided. (JN)

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)

Describes how an astronomy course, designed for nonscience students, was structured, taught, and graded, pointing to specific changes made with respect to the individualizing aspect of the procedure. (GA)