Over the last three decades, many studies have been conducted to identify students' preconceptions on various science topics. It is time now for a synthetic study of preconceptions to enhance our understanding of students' everyday cognition and to benefit our effort in developing effective instructional inventions for conceptual change. Through a…

Describes a physics demonstration show where students conduct demonstrations for the rest of the school. By demonstrating a concept, students are forced to learn that concept in depth. Appendix includes a physics demonstrations resource list. (JRH)

Presents a general theory of improvisation and its role in the teaching of science. Includes a definition of improvisation, a discussion of curiosity-motivated and logically motivated questions, and illustrative examples from physics. (JN)

The authors draw together a variety of facts concerning a nonlinear differential equation and compare the exact solution with approximate solutions. Then they provide an expository introduction to the elliptic sine function suitable for presentation in undergraduate courses on differential equations. (MNS)

A scavenger hunt is used as an instructional strategy during the final weeks of the school year. Procedures used, types of questions and problems asked, and student reaction are discussed. (JN)

Presents a technique that helps students concentrate more on the science and less on the mechanics of algebra while dealing with introductory physics formulas. Allows the teacher to do complex problems at a lower level and not be too concerned about the mathematical abilities of the students. (JRH)

The use and misuse of the superposition principle to analyze electrical circuits are discussed. (KR)

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)

Discusses several aspects of the relationship between teaching and learning in a way that may possibly stimulate thinking in the same manner as learning hierarchies, stage theory, and the abundant use of metaphor. (Author/JN)

Suggests humanizing physics classes by incorporating class-wide, local, or national contests. Several examples of this approach are offered and discussed. (JN)

Describes experiments designed to investigate the cooling rate of microwave-boiled water as compared to that of stove-boiled water. Concludes that within experimental limits, microwave-boiled water and stove-boiled water cool at the same rate. (JRH)

Explores strategies in the situation of a runner trying to evade a tackler on a football field. Enables the student to test intuitive strategies in a familiar situation using simple graphical and numerical methods or direct experimentation. (JRH)

Describes a system of interactive astronomy whereby nonscience students are able to acquire their own images from a room remotely linked to a telescope. Briefly discusses some applications of Charge-Coupled Device cameras (CCDs) in teaching free fall, projectile motion, and the motion of the pendulum. (JRH)

Discusses problems associated with standard diffraction grating experiments involving a diffraction grating, a straight meter stick, and a slit. Describes the use of a new spectroscope to overcome these problems using a curved scale to simplify calculations and help students obtain results from simple and straightforward measurements, thus giving…

Explores the motion of a simple projectile, with emphasis on the critical angle at which radial oscillation begins and the return ellipse. Provides ideas for demonstrations of radial oscillations in the classroom. (JRH)