Outlines some specific approaches and ideas that will add a new dimension to an introductory college biology course rendering it more motivational, personalized, and meaningful to the students. (GA)

Describes some laboratory exercises using the mole crab, Emerita talpoida, as an experimental animal for the study of osmoregulation. (GA)

Investigates the reasons for students' failure in an introductory volumetric analysis course by analyzing test papers and judging them against a hypothetical ideal method of grading laboratory techniques. (GA)

Describes some of the advantages of having the science teacher develop, use, maintain, and troubleshoot the new instructional materials. (GA)

Describes a nonmathematical course in quantitative methods to train bioscience students to formulate problems directly in the programing language and to use the programs so developed to analyze the implication of the hypotheses. (GA)

Describes a minicourse on energy and the environment for nonscience majors. A simulator is used to provide the student with a background on energy and environmental problems. (GA)

Describes two tests, T-4 and T-3, for hypothyroid based on the binding of the hormones by proteins. The tests were performed in courses for physicians, clinical chemists, laboratory technicians, and undergraduate science students by the individuals involved and on their own sera. These tests are commercially available in kit form. (GA)

Gives summaries of conclusions for two studies: a literature search on "The Status of Pre-College Science, Mathematics, and Social Science Education 1955-1975," and the "Case Studies in Science Education (CSSE)," which attempt to describe the status of precollege science education in the 1976-77 school year. (GA)

Presents an analysis of the causes of earthquakes. Topics discussed include (1) geological and seismological factors that determine the effect of a particular earthquake on a given structure; (2) description of some large earthquakes such as the San Francisco quake; and (3) prediction of earthquakes. (HM)

Presents space perception as an important interdisciplinary topic. A unit on space perception in a senior-level animal behavior course is described. The unit is introduced with a survey of how the students describe areas around them. The survey is followed by a discussion on personal space. (HM)

Describes how one could teach velocity and acceleration from a Piagetian framework. This approach is compared with the traditional method of teaching constantly accelerated motion to high school and college students. Some problems and a list of references are also presented. (HM)

Investigates the effectiveness of an activity-centered modular course taught at Albany State College, Albany, Georgia in 1974. A description of the course which included 12 modules is presented. It is concluded that students' knowledge was increased by the use of behavioral objectives. (HM)

Discusses the use of individualized instruction, known as the personalized system of instruction (PSI), in teaching college physical science courses. Tables summarizing the advantages and disadvantages of PSI from the viewpoints of students, teachers, and administrators are presented. (HM)

Describes how 30-gram balloons can be used to obtain cloud heights and determine winds aloft. Plans for constructing a workable theodolite inexpensively from common materials are also included. (HM)

Describes how the art of Maurits Escher can be used in physical science and general chemistry classes. A film depicting Escher at work in creating a woodcut and a set of slides are shown to college students. The students are encouraged to observe and record what they see. (HM)