Presents arguments for and against the viewpoint that the teaching of chemistry and of physics should fall in line with modern mathematics. Concludes that modern mathematics has been beneficial in some respects and harmful in others. (CS)

Presents examples of combination, decomposition, replacement metathesis, and neutralization chemical reactions. Suggests that students will gain knowledge of some general trends in the chemical properties of the main group and transition elements by examining reaction types. (JN)

Reports the results of a survey of practicing scientists, recent graduates, and undergraduates about their perceptions of undergraduate laboratory programs in biology, chemistry, and physics. Scientists and graduates regard laboratory experiences in pragmatic terms stressing the scientific process skills while undergraduates regard laboratories as…

A method is described for measuring differences in grading that is free from the effects of individual student abilities and teaching quality. The analysis locates teachers on a continuum scale from "hard" to "easy" and enables the identification of possible extremes in grading that might manifest themselves in unfair treatment of students. (JMD)

Reports on the Dreyfus Foundation Conference held in Boston at Northeastern University. The proceedings are outlined and some statistics are presented on the supply and demand for chemistry graduates. (Author/SA)

Presents the procedures involved in conducting a photochemical experiment intended to provide undergraduates with exposure to the synthetic advantages of organic photochemistry. (Author/SA)

Discusses the use of formulae in the teaching of chemistry as part of the individual culture and of the conceptual structure of chemistry. A historical viewpoint on the procedures for structure representation and some educational implications for teaching chemistry in Italy are also presented. (HM)

Describes the process dynamics and control program developed by the chemical engineering department at the University of California, Santa Barbara. Undergraduate and graduate control courses and real-time computing courses are included. (HM)

Discusses three research topics which are concerned with eminently practical problems and deal at the same time with fundamental fluid dynamical problems. These research topics come from the general areas of chemical and biological engineering, geophysics, and pure mathematics. (HM)

Presents the Award Address for the 1979 American Chemical Society Award in Chemical Education. Discusses teachers and learning situations which made a difference in the recipients' schooling and the significant attributes of teachers and techniques of teaching that stand out as lessons for would-be teachers. (BT)

Describes a laboratory demonstration in chemical equilibrium using ferric chloride and ammonium thiocyanate that would serve as a useful basis for an inquiry investigation. (BT)

Describes a programed, independent study, college level, general chemistry course designed to develop good technical laboratory skills with no attempt made to relate laboratory experiments and classroom topics. A list of experiments used and a sample laboratory examination are included. (BT)

Discusses the process of developing the Science Lessons from Industrial Processes (SLIP) kits by 16 British science teachers. The content, applicability, and components of these kits (based upon local industries) are also included. (HM)

Describes a high school chemistry experiment which involves the reaction between calcite and hydrochloric and sulfuric acids. This reaction can be carried out as a projected demonstration and on an individual basis. (HM)

A course is described that is designed to encourage exploration, conceptual invention, and expansion of an idea. Results are given that relate to curricular experimentation with chemistry. (SA)