The science department of a Japanese technical high school developed a programmed learning system for first and second year science courses. Utilized are various machines and audiovisual equipment in a total media system. (Author/TS)

Provides a method by which students with different levels of ability may be taught on individual basis by one instructor. A pretest, skill session, and retest format are described. An appendix lists programmed materials in basic and advanced skills which are available. (CP)

Describes the use of 35 mm slides consisting of a diagram of photograph and 15 to 60 words of text to augment laboratory instruction. (GS)

Described is the development of individualized materials for three different physics projects; all three proceed concurrently in a single classroom. The key element in the program is complete abandonment of the traditional lecture presentation. (DF)

A junior college's individualized physics program is described. The unique features in this program are a 14-hour per day faculty tutoring service, completely open laboratories, and no time restrictions for completing a course. An appraisal of the program reports its strength and weaknesses. (JP)

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)

Explains a technique to create animated films for aid in the instruction of relativistic mechanics through the use of a computer. (CP)

Utilizes the computer for analysis of the indices of refraction of several liquids in the PSSC refraction lab. (CP)

Describes a method of instruction and a system of teaching that befits the role of what is called the "traditional" teacher, pointing out that teaching is an art and not a science. (GA)