M. J. Spivey, M. Grosjean, and G. Knoblich (2005) showed that in a phonological competitor task, participants' mouse cursor movements showed more curvature toward the competitor item when the competitor and target were phonologically similar than when the competitor and target were phonologically dissimilar. Spivey et al. interpreted this result…

Discusses Newton's apparent oversight of the role of energy considerations in collisions between two spherical bodies related to the third corollary of his "Laws of Motion." Investigates several theories that provide solutions to the mysterious oversight. (LZ)

This paper intends to bring out the experience of introducing a discipline of History of Science and Technology in an Undergraduate Course of Engineering and a proposal of transforming it so as to help future engineers deal with the challenges posed by the present moment of capitalism, usually called globalization. The discipline was lectured at…

This is a discussion of the conservation of angular momentum of the human body engaged in somersaults and twists. The principle is also applied to a cat turning over in midair. The events occur in the absence of torques. Application of the maneuvers are suggested for astronauts. (SA)

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)

Offers a theory of how commonsense reasoning about motion may develop. Takes as fundamental the basic categories: action, object, space, cause, time, and movement. Suggests that very primitive elements could combine to provide schemes of motion recognizable in psychological accounts of infancy and generate prototypes of and rules for motion. (DK)

Presents two examples of physics demonstrations: (1) vibrating aluminum rod suitable for use in a small room, and (2) vibrating white rubber tubing suitable for use with larger audiences. (SK)

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)

Discusses the emergence of chaos as a major scientific subject and its place in historical, scientific, and technological context. Three sections provide (1) an overview of the scientific paradigm; (2) a review of the ideology of classical mechanics; and (3) examples of classical systems behaving in peculiar, nonintuitive manners. (MDH)

Discusses (1) the need for teachers to understand student conceptions; (2) alternative conceptions that students formulate; (3) changing conceptions; (4) representing conceptual knowledge for studying conceptual change; (5) strategies for inducing change; and (6) a taxonomy of conceptual change. (Contains 61 references.) (MDH)