| Sumario: | The article presents a study on the integrated programs of biological science and chemistry and evaluates the programs' potential in solving teaching problems found in the biological science discipline. The study attempts to measure the extent of the loss of knowledge of chemistry among physiology students at Southwest College in Los Angeles, California and to devise a laboratory program to strengthen chemistry background and evaluate its relationship to students in the physiology class. An analysis of chemistry knowledge retention by the school where the course was taken was done in three categories: high school students, Southwest College students, and other colleges students. In conclusion, students from secondary chemistry courses may enter the Southwest science program without fear of an adequate background.
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