Summarizes major recommendations made by the Panel on Alternate Approaches to Graduate Education after more than eighteen months of study. Indicates that chemistry is the only discipline with its role frequently self-evaluated and reexamined. (CC)

Describes the methods of individualized instruction and teaching by example as effective tools in chemistry courses to bring disadvantaged students up to an acceptable level of competence. (CC)

Discusses the development of a one-year laboratory course in an effort to provide a link between traditional laboratories devoted to a single area of chemistry and the total involvement of a single narrow research project. Included are outlines of 32-hour lectures and 11 experiments performed in the integrated course. (CC)

Describes the collisional properties as a logically essential component of the ideal gas model since an actual intraparticle process cannot support observable anisotropic velocity distributions without collisions taken into account. (CC)

Used three recently available test forms to assess difference in knowledge acquisition between eleventh grade chemistry students and a matched non-chemistry group. Indicated that the 1968 guide developed by the Philadelphia Chemistry Curriculum Committee failed to teach processes of science. (CC)

The purpose of this study was to analyze the effectiveness of long-term, tutorial-type computer assisted instruction (CAI) in high school chemistry. Analysis showed scores of non-CAI students significantly higher than the CAI group. However, CAI students learner material faster. (PS)

Discusses a program, consisting of individual conventional experiments and group special projects, along with lectures in analytical courses during the last six to eight weeks of a semester. Concludes that students' different aspects of capability are encouraged after receiving the course. (CC)