Discusses various aspects of fly casting to illuminate the physics of fishing. They include examining whether the bending of the rod propels the fly as a bow propels an arrow and determining how an angler resists the pull of a hooked fish while reeling it in. (JN)

Reports recent findings related to the particle Higgs boson and examines its possible contribution to the standard mode of elementary processes. Critically explores the strengths and uncertainties of the Higgs boson and proposed Higgs field. (ML)

Focuses on the relationship between loudness and intensity of sounds. (Author/PVD)

Focuses on the concepts of pitch and timbre of sounds. (PVD)

Discusses the use of logarithm and reciprocal graphs in the college physics classroom. Provides examples, such as electrical conductivity, reliability function in the Weibull model, and the Clausius-Clapeyron equation for latent heat of vaporation. Shows graphs with weighting of points. (YP)

Discusses the development of the concept of atomicity and some of the many which can be used to establish its validity. Chemical evidence, evidence from crystals, Faraday's law of electrolysis, and Avogadro's number are among the areas which show how the concept originally developed from a purely philosophical idea. (JN)

Addressed to readers who know nothing of quantum theory, a hypothetical device containing some black boxes is described and relevant features of the device's behavior are presented. The conundrum posed by the existence of such a device is pointed out. An appendix explains what is in the black boxes. (SK)

The speed of light is a fundamental characteristic of the universe. So many processes are related to and dependent upon it that, if creationist claims were true, the universe would be far different from the way it is now. The speed of light has never been shown to vary based on the direction from which it was measured. (PVD)

Discusses various physics concepts/principles that can be illustrated by amusement park rides. Examples of rotational dynamics, energy conservation, acceleration, and others can be demonstrated by such rides as roller coasters, Ferris wheels, and a variety of rotating rides. (JN)

Argues that by examining which concepts of a particular area of physics are fundamental and which are defined, teachers can choose concepts for investigation that progress logically and should minimize students' misconceptions and confusion. (Author)

Presents examples of evaluation studies of visitor interactions with science museum exhibits. Example one involves application of existing findings about naive notions of motion to task of engineering a novel encounter with parabolic trajectories. Example two is a student project evaluating a prototype exhibit on light pipes and concludes that…

A general model of conceptual change which is largely derived from current philosophy of science, but which can illuminate learning as well, is described. Some features of this model are illustrated by interviews with students studying special relativity in physics. Finally, some pedagogical implications are presented. (Author/PB)