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)

Suggests criteria for constructing a "basic" physics program based on such premises as limited class time, time and practice needed for skill development/understanding structuring of subject matter, and choices of content and approach. Long-range objectives related to the list of premises are discussed. (SK)

Describes efforts aimed at reforming physics courses for first-year engineering and science students at Rutgers-The State University of New Jersey. Discusses the establishment and working of the Physics Learning Center (PLC) and its impact on the retention and performance of students. (JRH)

Discusses a course proposal which concentrates on fewer topics and covering the topics in greater depth. Proposes a sequence in which each topic is introduced phenomenologically, the theory is developed, and the applications are discussed. Uses optics as an example. Lists some disadvantages and advantages of the proposed topical organization. (YP)