Examines problems that commonly appear in the definition and discussion of work in physics textbooks. Presents the work-energy theorem, provides examples contradicting erroneous statements often found in textbook, and discusses the inconsistent terminology utilized with respect to force and work. (MDH)

Addresses the problem that students balk at the notion velocities do not add algebraically. Offers a geometric model to verify the algebraic formulas that calculate velocity addition. Representations include Galilean relativity, Einstein's composition of velocities, and the inverse velocity transformation. (MDH)

The value of incorporating the haptic mode into the science curriculum and expanding "hands-on experience" to "total-body experience" are discussed. The pedagogical implications of the role of movement in cognitive development are described. (KR)