An example of how a traditional activity on motion and acceleration can be adapted to the learning-cycle format is described. The three challenge statements given to students to solve are provided. The key learning-cycle steps of exploration, expansion, and extension are discussed. (KR)

Recommends black chalkboards, wet-washed before every lecture and advocates the use of Railroad Crayon chalk because its softness and larger size result in a wide high-intensity line. The resulting contrast improves the visibility of material written on chalkboards. (Source for the chalk is provided.) (JM)

Provides physics teachers with comments on the value and role of demonstrations during lecture sessions. (SK)

Describes the development of a two-week National Science Foundation (NSF)-funded course at the Virginia Military Institute to promote the lecture demonstration technique. (SK)