Discusses the use of the "extent of reaction" in teaching freshman honors classes of elementary chemistry to provide students with a unifying concept in the treatment of stoichiometry. Four sample problems are included. (CC)

Discusses the case of DDT which can be introduced to nonscience students in a chemistry course, including the development of DDT, problems associated with its adverse effects, and curtailment of its use in our environments. (CC)

Discusses the development of new curriculum materials for use in the preparation of chemical technicians in two-year community colleges and technical institutes. Indicates that the texts developed are equally suitable for the chemical part of environmental programs and medical and engineering technician curricula. (CC)

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)