Discusses a physical science course developed for college nonscience majors. This course, which is approached from an interdisciplinary perspective, investigates how muscles operate using the process of inquiry. Course content, instructional strategy, and course assessment are also discussed. (HM)

Discusses the use of a programed multi-image lecture approach for teaching a botany course to nonmajor students at the University of California, Berkeley. Also considers the advantages, production, method of presentation, and design of the multimedia lectures. (HM)

Describes an interdisciplinary approach for teaching the topic of anesthesia as one aspect of a chemistry-oriented course for nonscience majors which focuses on timely topics such as the energy crisis and drugs. Historical treatment with the examination of literature is emphasized in teaching. (HM)

Describes a simple conductivity apparatus for the determination of ionization and solubility product constants of various substances. The uses of the apparatus in determining the ionization constant of a weak monoprotic acid and in measuring the rate of diffusion of ions through a membrane are also presented. (HM)

Describes the interdisciplinary "Science--A Process Approach" course, intended as a general studies elective for nonscience majors. It is recommended for elementary education majors at Southern Illinois University for improving science process skills. Results of the course evaluation are discussed. (HM)

Presented is an analysis of Pringle's Paradox as an effective vehicle for developing insight into special relativity. (HM)

Describes the individualized testing system and the impact of this practice on grade inflation of a biology course for nonmajors at Oral Roberts University, Tuba, Oklahoma. A course description, and discussion of results of 1,512 students who took the course over an eight-semester period are presented. (HM)

Describes how the National Science Foundation awarded 59 grants to two- and four-year colleges in the first Comprehensive Assistance to Undergraduate Science Education Program (CAUSE) in 1976. The description of the program and how it responds to changing patterns in higher education are considered. (HM)

Presents information about equipment and new products such as the melting point instrument and TV-microscope coupler which are helpful in college science teaching. Descriptions of each product, how it operates, its prices, and address for ordering are presented. (HM)

Presents a report on a cooperative project aimed at overcoming some of the barriers to the use of computers in college science instruction. A list of computer-based modules currently available in physics, chemistry, and mathematics is included. (HM)

Discusses the use of the Interactive Computer-based Testing (ICBT) in university-level science courses as an effective and economical educational tool. The authors discuss: (1) major objectives to ICBT; (2) advantages and pitfalls of the student use of ICBT; and (3) future prospects of ICBT. (HM)

Discusses some of the opinions of Bertrand Russell presented in two of his books: "The Scientific Outlook" and "The Impact of Science on Society." What Russell feels science is, how it functions, and what its role is, and will be, in society are discussed. (HM)

Investigates the effectiveness of guided inquiry laboratories for the first semester general chemistry course for science majors at the University of Oklahoma, Norman, Oklahoma. The focus is on three skills: data interpretation, hypothesis formation and the experimental testing of hypotheses. (HM)

Presents a simple pedagogical model to teach the importance of antiparallel complementarity in nucleotide pairing when replication, transcription and coding are initially introduced. (HM)

Describes a simple way to demonstrate the principles involved in a drinking water plant. This demonstration developed for a general public lecture can be used in chemistry and biology courses for an ecological and environmental emphasis. (HM)