Discusses pupil misconceptions concerning forces. Summarizes some of Assessment of Performance Unit's findings on meaning of (1) force, (2) force and motion in one dimension and two dimensions, and (3) Newton's second law. (YP)

Reports various misconceptions of Newton's third law obtained from interviews and written tests of high school students. Suggests putting emphasis on the third law in physics teaching. Ten references are listed. (YP)

Illustrated is the confusion over centrifugal force in sample problems, diagrams, formulas, and examples. Some recommendations to remedy the situation are suggested. (YP)

Discusses three research topics which are concerned with eminently practical problems and deal at the same time with fundamental fluid dynamical problems. These research topics come from the general areas of chemical and biological engineering, geophysics, and pure mathematics. (HM)

Suggests that current approaches to mechanics following Newton's laws will not improve by better presentations due to conceptual difficulties of the approaches. Offers an alternative way of setting up mechanics which avoids some of the conceptual pitfalls but still requires mathematical ability. (Author/SK)