While laboratories have long been associated with introductory physics courses, there is doubt as to whether they positively impact student learning. Holmes and Wieman found that students who elected to take optional laboratories fared no better across a range of metrics than their counterparts who did not participate. In addition, these…

Student learning in science is improved by authentic personal experience of research projects and the publication of findings. Graduate students do this, but it is uncommon to find student research and publishing in high school science programs. We describe here the Student Research and Publishing Program (SRPP) established at International School…

Although simple architectural structures like bridges, catwalks, cantilevers, and Stonehenge have been integral in human societies for millennia, as have levers and other simple tools, modern students of introductory physics continue to grapple with Newton's conditions for static equilibrium. As formulated in typical introductory physics…

Recent and exciting discoveries in astronomy and cosmology have inspired many high school students to learn about these fields. A particularly fascinating consequence of general relativity at the forefront of modern cosmology research is gravitational lensing, the bending of light rays that pass near massive objects. Gravitational lensing enables…

Scientists and teachers have worked together to produce teaching materials for the Very Small Radio Telescope (VSRT), an easy-to-use, low-cost apparatus that can be used in multiple laboratory experiments in high school and university physics and astronomy classes. In this article, we describe the motivation for the VSRT and several of the…

Describes various physics courses offered at Moline, particularly the conduct of self-pacing programs for grade 10-12 students who are either interested in the topic or planning further study in science. Indicates tremendously increasing enrollments with the adoption of the new instruction method. (CC)

A five-year program in technical studies is described. Instructional projects emphasize the construction of science equipment relating a theoretical subject to its practical application through technology. (TS)

Describes a no lecture, laboratory oriented approach to the teaching of the Tech Physics Project. Evaluates success of this approach and identifies alternative formats which have been used in instances in which students needed a more structured mode of presentation. (CP)

Discusses the development of a model for implementing Project Physics without the use of physics teachers. Indicates that students can study Unit 3, independently, with the aid of the supplementary materials produced in this project and achieve as well as the average student in a teacher-taught class. (CC)