Discusses the nature and structure of an interdisciplinary course with emphasis on the problem of how the nervous system receives, processes, and transmits information. Included is a description of the course teaching to junior and senior physics and biology majors. (CC)

Describes the offering of a physics course where a mixture of teaching techniques and a wide variety of phenomena associated with light are used to attract students majoring in art, art history, psychology, photography etc. Indicates that the course is characterized by its in-depth and non-mathematical nature. (CC)

Develops some guidelines for the integrated use of computers throughout a college biology department and determines when and how computers can best be used to enhance biological teaching. (JR)

Examines aspects of competitive exclusion, which develops when two species jointly utilize a vital resource that is in short supply. When this occurs, one of the species will eventually eliminate the other from the habitat where their distributions overlap, unless one or both species evolve differences that reduce competition. (JR)

Discusses the use of simulation games and real-life "role models" to teach introductory chemistry to a class, mostly of biology and engineering majors. Included is a suggested time schedule for a role-playing exercise. (CC)

Policies of preparing large numbers of scientists by universities need to be reviewed. Industry cannot absorb an ever-increasing number of specialized personnel in the future, and the needs of industry have also changed. (PS)

Summarizes different courses available in pure and applied physics in British universities, polytechnics, and colleges. Marked changes in subsidiary subject studies, course structures, and examination procedures are indicated. (CC)

Describes the physics courses offered in 137 British institutions with basic requirements, course structures, advanced research fields, training activities, enrollment trends, and addresses for further information included in each entry. (CC)