Reports on the international conference on physics education held in Edinburgh, Scotland, July 29 - August 6, 1975. Provides the list of topics discussed by the working groups and notes other activities of the conference. (CP)

Presents three separate but related discussions on the rationale for including electronics into school physics programs. Pressures for curriculum change, strategies for teaching electronics, objectives of electronics, and other areas are addressed. (JN)

This document describes methods for designing and building two types of rockets--rockets from paper and rockets from bottles. Devices used for measuring the heights that the rockets obtain are also discussed. (KHR)

Discussed are changes made in the physics curriculum of the Danish Gymnasium. Presents a table showing the curriculum for science and language tracks. Describes five dimensions of physics and intermediate and high level courses. (YP)

The abilities to understand medical technology, to evaluate new devices and procedures, and to assess their effectiveness, reliability, costs, and risks in comparison with existing methods are discussed. A course in clinical biophysics offered at the State University of New York at Buffalo is described. (Author/MLW)

Describes an introductory course that does not presuppose newtonian mechanics. Presents a course outline and discusses the treatment of five major topics including relativistic kinematics and the derivation of the Lorentz transformation. (GS)

Describes some of the difficulties that arise when a course is transferred from one teacher to another and relates some experiences in the transfer of a self paced physics course. (GS)

Examines various issues related to the establishment of a core of physics studies at 16+ and 18+. Indicates that a core physics syllabus should be concerned with phenomena, theory, models, and applications and not with such topics as the use of a U tube manometer. (JN)

Describes a curriculum development project in which the Science Education Center of the University of Oklahoma and the science department of Norman (Oklahoma) High School prepared and classroom tested complete courses in biology, chemistry, and physics using the learning cycle principles of exploration, conceptual invention, and discovery. (JN)

Discusses how holography can be used as part of undergraduate physics laboratories. The authors propose a single beam technique of holography, which will reduce the recording scheme as well as relax the isolation requirements. (HM)

Presents the advantages and disadvantages associated with the canned computer lab from the educational and software aspects. Summarizes two years of experience with canned labs and gives an example of a program and a typical student output. (GS)

This article provides information to aid in starting a course in musical acoustics. The selection of topics for lecture, a project-mode laboratory, texts, references, equipment, and lecture demonstrations are covered. (Author/CP)

The evolution of a laboratory oriented undergraduate plasma physics course is described. Brief accounts of the 14 experiments utilized in the course are provided. (CP)

Describes development and content of a speech science course taught to speech therapists for two years, modified by feedback from those two classes. Presents basic topics and concepts covered. Evaluates a team teaching approach as well as the efficacy of teaching physics relevant to vocational interests. (JM)

Discusses issues which bear on the future of physics education, including the broader educational context within which physics may be found and the rationale for keeping physics as a separate subject and not integrated with other sciences. (JN)