Describes a lysozyme assay for use in the biology classroom to teach enzymology. Provides background information, materials and methods, sources of lysozyme, and evaluation of the assay. (DS)

Reports on the nature of a self-paced introductory-level college physiology course, and results of a survey of nonscience majors (N=67) who took the course. Includes methodology employed and possibilities for future research. (DS)

Describes a course for general education students focusing on current topics in science, titled pseudoscience. Includes the course's goals, objectives, problems, instructional methods, and results of student performance. (DS)

Summarizes a student-originated studies project, funded by the National Science Foundation, on land application of wastewater sludges. Describes the students' proposal, research methods, and evaluation of the project. (DS)

Describes an undergraduate physics course for nonscience majors which combines physics with science fiction films. Includes course format, sample module on the concept of momentum, and an appendix with a listing of science fiction films used in this course. (DS)

Explains Oral Roberts University's undergraduate requirement for research proficiency and how this requirement is fulfilled by biology majors. Topics of the required courses include: introduction to biological research; research techniques; independent research and senior paper; and senior seminar. (DS)

Discusses the controversy regarding the role of history of science in a liberal education, presenting two issues: What properly constitutes the subject and whether history of science has a place in the undergraduate curriculum. Describes a college course taught at Albertus Magnus College, New Haven, CT. (CS)

Describes how history of science is taught in these physical science courses: introductory astronomy for nonmajors; physical science for liberal arts and early childhood education majors; an algebra-based physics course for biology and premedical students; history of science emphasizing technology for liberal arts and business majors. (CS)

Discusses several pedagogical merits to teaching geology with a historical emphasis. Describes how concepts of relative time, the field aspects of geology, and the cultural relationships of science can be applied in a historical approach to the subject. Shortcomings to this sort of approach are also mentioned. (CS)

Considers reasons for advocating as well as for objecting to the introduction of science history into chemistry courses at the college level. (CS)

Provides historical examples of intuitive discovery applicable to the teaching of physics for majors. Cites details for the discovery of Coulomb's law, emphasizing the roles of Joseph Priestley and Henry Cavendish. Also discusses the career of Ivar Giaever, a Nobel Prize winner of 1973 in solid state physics. (CS)

Lists and discusses television cassette tapes used at Western Kentucky University as instructional aids to poorly prepared students in introductory college chemistry courses. (CS)

Describes the continuing education program for clinical chemistry instrumentation training established at The College of Staten Island, New York. A course consisting of 14 sessions is outlined and discussed. (CS)

Results are presented and discussed of a study that interviewed 30 older students in introductory chemistry regarding their reasons for taking the course, years since high school, amount of prior training, attitudes towards chemistry, problems encountered in learning chemistry, and educational value of specific course mechanics. (CS)

Describes two formal programs in the area of energy management education: a Residential Energy Management Summer Institute (part of a faculty development program funded by the Department of Energy), and a Residential Energy Management curriculum for Energy Auditors. (CS)