Outlines a laboratory course entitled Inorganic Chemistry for Biological Sciences'' which is designed primarily for juniors in biochemistry, physiology, and soil sciences. Inclusion of relevant environmental topics is indicated. (CC)

Discusses rationale behind and content of a course (Industrial Pollution Control Techniques) combining knowledge from fields of industrial chemistry and chemical engineering and utilizing this knowledge in the context of understanding pollution problems and potential methods of pollution control. (Author/SK)

Presented is a justification for inorganic chemistry in general chemistry courses. (HM)

This paper, presented at the McMaster International Conference on New Directions in the Chemistry Curriculum, discusses the answers to five questions which deal with basic philosophy concerning new chemistry curricula. (HM)

A discussion is presented on what should be taught about orbitals in high school chemistry. (BB)

Provides details of experiments that deal with the use of operational amplifiers and are part of a course in instrumental analysis. These experiments are performed after the completion of a set of electricity and electronics experiments. (DDR)

Describes an undergraduate analytical chemistry course that utilizes instrument modules, which show how the key parts of an instrument fit together and contribute to the overall operation of the instrument. (MLH)

Describes a revised chemistry sequence, designed for paramedical students, which does not require a high school chemistry prerequisite. The major thrust of the revision is toward the use of biochemically significant substances and phenomena as a framework to describe chemical principles. (GS)

Describes a course designed to provide college juniors and seniors with maximum theoretical and practical exposure to every available analytical instrument. (GS)

Describes an introductory chemistry course for non-science majors with poor backgrounds in mathematics and English. The course goal was to develop an appreciation of the importance of chemistry to everyday life experiences and to the major area of the student. (GS)

Presents the results of a questionnaire sent to analytical chemistry instructors and medical, dental, and osteopathic school instructors requesting them to rate in order of importance a list of topics for an analytical chemistry course for premedical and health science students. (MLH)

Six short papers are presented on analytical chemistry in an integrated laboratory sequence, analytical chemistry at a junior college, the sophomore level analytical laboratory, the analytical textbook situation, and graduate level analytical chemistry. (BB)

A discussion is presented on the role of secondary teachers in public schools, followed by a sequence for teaching oxidation-reduction in secondary school chemistry courses. (BB)

Discusses the introduction of element evolution and isotopic composition as topics for introductory chemistry courses. (SL)

The standard two-semester organic chemistry course at Texas Christian University was reorganized as a two-cycle course. In addition, lectures and laboratories were made into separate courses with the laboratory consisting of a formal lecture session and experimental work. The structure, advantages, and disadvantages of the course are discussed.…