Suggestions for chemistry teachers in their attempts to teach and inspire students are provided. (HM)

Described are experiences related to the effective use of instructional aids (demonstrations, tapes, films, slides, and television) in teaching chemistry to college students. (HM)

Describes how instructional television has been used in the teaching of chemistry. The future for using video materials in chemistry instruction is also discussed. (HM)

Describes a collection of college chemistry demonstrations designed for self-paced classes. Some of these exercises stem from original ideas; others are adaptations of one or more published demonstrations. Two exercises, as examples, are also included. (HM)

Discusses how the concept of organoleptic chemistry permeates every modern chemical experiment. Six approaches for developing organoleptic attitudes which are crucial to the experimental aspects are also presented. (HM)

Discusses how TOPS devices can be improved. New chemistry-physics devices are offered in hopes of encouraging teachers to invent other small devices for projection on a TOPS projector-adaptor. (HM)

Describes how low-cost audiovisual aids are effectively used at the College of Science Learning Resources Center at Texas A & M University. (HM)

Discussed are strategies of problem solving in chemistry teaching. This paper consists of three sections: (1) an assessment of the ways in which problem-solving skills are currently taught; (2) various techniques for problem solving; and (3) recommendations for improving problem solving. (HM)

Discusses the results of the 1975 Examination for General Chemistry, and summarizes descriptive statistics as well as ten different subsets of instructional topics. The major results and conclusions are reported in three separate profiles. (HM)

Describes the University of Kansas chemistry department's safety program. Comprehensive regulation, undergraduate regulations, safety equipment, handling accidents, inspections, and training are addressed. (JN)

Presents a collection of articles to provide chemistry teachers with resource materials to add forensic chemistry units to their chemistry courses. Topics range from development of forensic science laboratory courses and mock-crime scenes to forensic serology and analytical techniques. (JN)

Discusses: (1) applications of chemistry problems encountered in the forensic science laboratory; (2) chemistry and the courtroom (inspired by a Sherlock Holmes story); and (3) the 41 women who have won the Garvan award for achievement in chemistry. (JN)

Describes a unit on macromolecules that has been used in the 12th grade of many Israeli secondary schools. Topic areas in the unit include synthetic polymers, biological macromolecules, and nucleic acids. A unit outline is provided in an appendix. (JN)

Offers suggestions for introducing polymer topics into: (1) introductory chemical engineering; (2) transport phenomena and unit operations; (3) chemical engineering thermodynamics; and (4) reaction engineering. Also included for each area are examples of textbooks in current use and a few typical problems. (JN)

Provides answers to these two questions: (1) What can be said about molecular structure? and (2) What are the foundations of theoretical chemistry? Indicates that students can be encouraged to think critically about primitive concepts of their subject (such as bonds and molecules) rather than passively accept them as truth. (JN)