A preliminary report is given on work in progress on a science in society course at Rutgers. The course is designed to relate physics to human affairs. The role of the physics teacher in this approach is discussed. (DF)

Behavioral objectives with minimum performance levels and illustrations are presented. The objectives are suggested on the basis of two arguments: first, they provide a basis for selection of laboratory content; second, they are stated in currently acceptable form. (DF)

Bernoulli's theorem can be better understood with the aid of Newton's laws and the law of conservation of energy. Application of this theorem should involve only cases dealing with an interchange of velocity and pressure within a fluid under isentropic conditions. (DF)

Changes in (1) the development of courses, curricula, and instructional strategies, and (2) the evaluation of the effectiveness of teaching and materials development activities at the college level are discussed. (DF)

Student views regarding physics classes are reported concerning teacher control, student role, and teaching strategies in the classroom. Student attitudes toward science were also presented. (See SE 508 317 for Part I of this article.) (DF)

Examples are presented demonstrating that universities are socially responsible in teaching science. An important feature is that they do not involve introducing doctrinaire teaching into courses. (DF)

The problem of observing a collision between two spaceships is utilized to illustrate the misuse of time dilation and length contraction, and the incorrect description of space-time coordinates in special relativity. (Author/DF)