Experiments on a multisectioned noncalculus introductory physics course are described. The aims were to provide opportunity for individual instruction for those who wanted it, to increase student-to-student help, and to improve motivation. The idea was to achieve these aims through changes in the pattern of operation or the rules of the game, rather than through improvements in presentation or selection of subject matter. Further boundary conditions were that faculty time was not to be increased and that rigor was not to be lessened. New features tried were: the substitution of open-office sessions for half of the classes; a student self-help room; a weekly printed handout; extra credit paperback reading. Finite progress was made; in particular (in the author's opinion), a larger fraction of the students developed lively interest in the subject than had been the case previously.