Provides two exercises in abstract problem solving. Intended to parallel a physicist's approach to the solution of a law of nature, the activities are open ended without definite answers. (CP)

Compares a self-paced laboratory to a conventional laboratory; the students in the self-paced group achieved significantly higher grades and were enthusiastic about the format. (MLH)

Describes a project option in a preservice biology methods course in which photographic techniques are developed as students work on a photographic project related to biology teaching. (LS)

Summarizes findings of 24 studies in which attempts were made to correlate achievement in college chemistry to many variables. A list of the most promising factors is provided. However, the author found no conclusive predictors in reviewing the research. (CP)

The goals, teaching methods, and requirements of an undergraduate physics-and-society course are presented and related to the courses content and survey approach. The problems, frustrations, and rewards experienced in developing and teaching the course are shared. (Author/CP)

Discusses various types of M.S. programs in chemistry and provides statistics on salaries and types of jobs offered to chemists with M.S. degrees. (MLH)

Describes an individual programmed study method used in a second year Geology course at the University of Melbourne. Outlines the criteria that make this instructional style useful and presents the student questionnaire used to evaluate the course. (GS)

Indicates a need for improvement in the use of quantitative techniques in biology. Outlines reasons for the quantitative inability of many biologists and suggests steps for correcting the situation. (GS)

Describes objectives, instructional methods, and operation of a field trip program for an undergraduate geology course. (CP)

A salt model was developed as a teaching tool to demonstrate the development of caverns and karst topography. Salt slabs are placed in a watertight box to represent fractured limestone. Erosion resulting from water flow can be photographed in time-lapse sequence or demonstrated in the laboratory. (Author/CP)

Describes an instructional format for introductory undergraduate earth science in which students work in small groups on topics of interest in earth science-related fields. (CP)

Using the basic Bagnold design, a relatively inexpensive suction-type wind tunnel can be constructed for laboratory demonstration of sand-grain movement, ripple development, and other eolian processes. Its simple design provides no workshop problems and it can be made for a total cost in materials of approximately $225. (Author/CP)

Describes the experimental procedure used in determining the lifetime of tantalum-181. (CP)

Reports that expenditures per physicist for basic research dropped 40 percent between 1966 and 1974 at United States academic institutions that bestow the doctoral degree. (CP)

Presents an undergraduate laboratory exercise in elementary statistics in which students verify empirically the various aspects of the Gaussian distribution. Sampling techniques and other commonly used statistical procedures are introduced. (CP)