Described is a physics course for nonscience majors taught at Temple University. The course focused on physical principles related to sports activities. (RH)

A digital electronics course taught on four successive Saturdays is described. Includes comments on course goals, text materials, and hardware. A table summarizing class and laboratory parts of the sessions is also provided. (JN)

Discusses a high school physics course in which physics is developed from something students have seen or experienced rather than starting with physics and applying it to a topic. Instructions for obtaining a sample unit and course outline are provided. (Author/JN)

Describes a high school physics teaching sequence including more modern topics. The first quarter covers cosmology, astronomy, optics, wave mechanics, relativity, gravity, and quantum theory. The second quarter covers classical mechanics. The third quarter covers electromagnetism and electronics. The fourth quarter consists of thermodynamics and…

Describes a one quarter college level course which links physics to potential career activities in journalism. (SL)

Summarizes 10 findings of a national survey of the status of introductory astronomy courses for nonscience majors. Findings focus on instructors, course length, laboratory components, laboratory equipment and exercises, texts, enrollment, mathematics prerequisites, and instructors' needs to enhance their teaching capabilities. (SK)

Described is a secondary level physics laboratory course designed to teach analytical thinking. Included is an analysis of a typical activity requiring the student to create and complete his own experiment. (SL)

Describes activities in a high school physics course designed to enhance learning. Also describes in detail an advanced course called Nucleonics, and activities in an honors physics course. Discusses changes in school classrooms since the early 1950s. (CS)

Describes the reordering of a ninth-grade physics course that aimed at making core concepts clear to the students while at the same time developing students' skills and depth of understanding. Discusses its benefits and associated problems. (JRH)

Describes a successful program at Syracuse University where university physics faculty present their research to the students on a level appropriate for a general audience. Discusses why it was done, how it was done, survey results, and general observations. (MVL)

Describes a physics course concerned with the physical principles underlying devices used and natured occurrences observed in daily experience. (SL)

A physics teacher describes the learning environment of an independent day school in Oklahoma. Emphasis is directed towards the science and mathematics curriculum and the teacher's responsibilities in teaching and advising the young people. (SA)

Describes a computer-based prelaboratory lecture to replace traditional lecture. Discusses how the CUPLE method was developed, the course structure, and a typical course day. (MVL)

A professor discusses the advantages and disadvantages of teaching a physics class in a large research-oriented university. Various innovative teaching techniques and the ways in which they benefit the students, are presented. (SA)