Describes ways in which the high school chemistry teacher can be more effective. Suggestions include acting as a vocational counselor, starting a modest research program for students, and personally interacting with students by discussing chemistry with them outside of the classroom. (MLH)

Describes various courses and programs designed to better prepare graduates to enter the chemical industry, including courses which stress the chemistry of industrial processes, and the economics of the chemical industry. (MLH)

Illustrates a safe and easy way of igniting a hydrogen-oxygen mixture and lists the equipment used. (BR)

This article describes the system used at the Metropolitan Campus of Cuyahoga Community College (Ohio) to prepare single-concept slide sets for a course in introductory chemistry for students with poor verbal and quantitative skills. (DC)

Describes a chemistry curriculum for college freshmen that uses laboratory study of the chemical composition of meals eaten by students as the central activity from which theoretical and practical learning are derived. Presents a meal analysis flow diagram and a table of concepts included in the program. (GS)

Presents an alternative syllabus in A-level chemistry based on the place of chemistry in industry and its effect upon society. (Author/GS)

Describes remedies to help students read chemistry texts for increased understanding. Some of the suggestions include reading aloud, illustrating, and organizing students into small groups. (BR)

Describes an environmental chemistry course in terms of its objectives, philosophy, topics, principles, laboratory experiments, texts, supplementary material, and student response. (GS)

The major program components of the Chemistry 30 curriculum are outlined in this document. These key elements include: (1) process skills; (2) psychomotor skills; (3) attitudes; and (4) concepts (subject matter). Each of the components has been assigned an emphasis rating (expressed in a percentage) and a priority rating (designated by a ranking…

In 1983-84, the Center for the Study of Community Colleges developed and field-tested an instrument, the General Academic Assessment (GAA), to assess community college students' knowledge in several liberal arts areas, including the sciences. The GAA was completed by a sample of 8,024 students at four large, urban community college districts. The…