Describes an experiment with a special section of a terminal" physics survey. The experiment consisted of systematically removing as much structure as feasible while using a lecture format. Evaluation indicates student enthusiasm and performance increase as structure disappears. (Author/TS)

Describes a course offered at the University of Toronto. The course deals with the new world view of the nature of reality and the parallels of the concepts with modern physics and Eastern mysticism. (Author/SA)

Describes the implementation of a new laboratory-based, interdisciplinary undergraduate course on linear dynamical systems. Focuses on geometrical methods and data visualization techniques. (Contains 20 references.) (Author/YDS)

Discusses a role-playing technique used in a physics of music course that introduces students in a course for nonscientists to the thought processes and experiences of being a scientist. Students select a research project and present results as a journal article or an oral presentation at a scientific "meeting." (Author/JN)

Discusses a method used at DePaul University of Chicago, Illinois, in a relativity course for students who are not science majors, emphasizing logical reasoning rather than memory of facts. (HM)

Describes a physics course designed for nonscience majors citing some observations, ideas, and methods that were used in teaching the course and in motivating the students. (GA)

Describes an introductory physics laboratory course, used at the University of California in Berkeley, designed to teach students some general intellectual skills. Results of the course evaluation are also discussed. (HM)

Describes a quantitative hands-on approach for teaching science to elementary school teachers. Program materials have been presented to students in undergraduate elementary teacher education and to teachers in the Chicago metropolitan area. The program has resulted in measured improvement in science skills of elementary school children. (Author/SK)