Analyzes the historical context that led to the founding of the society. Relates the ideas and reactions of key figures of the time such as James Lick, George Hale, E.C. Pickering, and S. Newcomb. (GS)

Suggests problem solving to replace lecture on a broad scale to facilitate training in intellectual skills and abilities, and in the teaching of some important facts, ideas, and concepts. (GS)

Describes how to adapt physical science laboratories which depend on visual data input for blind students. Gives instructions for graph construction, use of the tape recorder, solving mathematical problems with a Braille abacus and other suggestions for physical science labs. (BR)

Describes the development of an annual Engineering Concepts Institute designed for high school graduates beginning studies in engineering or architecture. Major emphasis is on Engineering Problems and related mathematical concepts. (Author/GS)

In spring of 1998, the Biology Department at Pomona College changed from a two-semester survey introductory biology sequence to a core set of three courses, none of which is a traditional survey course. They had been wrestling for several years with a number of issues regarding the survey courses, including (1) what topics to include and exclude;…

Describes a simple method for extracting bacterial DNA for use in laboratory investigations to study genetic transformation in bacteria. (BR)

Examines the estimates of known potential reserves of the major raw materials, future sources therof, the geological and technological problems associated with these, the manufacture of artifical minerals, and international cooperation in this sphere. (Author/GS)

Indicates that the current philosophy of laboratory experimentation and instrumentation is creating students that are not well versed in basic principles of chemistry. (GS)

Describes modifications included in an examination procedure allowing students to take an exam on a given unit twice, and the use of nonobjective exams. The grading of exams by the professor in consultation with the student was viewed as the most productive aspect of the course. (GS)

Describes a course designed to strengthen a student's background in organic chemistry, demonstrate the interfacing of chemistry and biology, expose undergraduates to graduate research, provide familiarity with instrumentation, and provide a novel field experience. (Author/GS)